teacher participant workbook -...
TRANSCRIPT
© 2014 by Pearson Education Limited
Edited in Spain
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise without the permission of the Publishers.
This material is the intellectual property of Pearson Education Limited.
First edition 2010
Second edition 2014
Authors:
Wall Street English International: Department of Operations
Acknowledgements:
A special thank you to Roy Adams (National Service Manager, WSI Hong Kong), Jimena Almedia, (Service Manager, WSI Ecuador), Eli
Asikin Garmager (Teacher, WSI Indonesia), Lex Baker (Head Office Staff, WSI Germany), Zana Ballout (Teacher, WSI Indonesia), Natalia
Bernal (Service Manager, WSI Colombia), Andrea Bicini (Head Office Staff, WSI Thailand), Alastair Bishop (Teacher, WSE China),
Rochelle Bloom (Teacher, WSI Indonesia), Kevin Boyd (National Service Manager, WSI Thailand), Jorge Ceballos Oyanedel (Regional
Service Manager, WSI Chile), Nhac Chuong (Teacher, WSI Hong Kong), Hywel Davies (Head Office Staff, WSE China), Dirk De Groote
(Regional Service Manager, WSI Chile), Matthew Duffy (National Service Manager, WSI Germany), Jaime José Duran Plazas (National
Service Manager, WSI Colombia), Mark Evans, (Teacher, WSI Korea), Deanna Fuller (Center Staff, WSE China), Elin Gasparini (Head
Office Staff, WSI Argentina), Paul Ghenoiu (Service Manager, WSI Turkey), Berlin Harrell (Teacher, WSI Indonesia), Irena Hingarova
(Head Office Staff, WSE China), Alex Hoerenz (Teacher, WSE China), Sophie Hudson (Teacher, WSI Indonesia), Richard Jackson
(Teacher, WSE China), Josephine Jija (National Service Manager, WSI Italy), Barry Jones (Teacher, WSE China), Adam La Fuze (National
Service Manager, WSE China), Tim Lai (Teacher, WSI Hong Kong), Anna Lau (Teacher, WSI Hong Kong), Michel Le Quellec (CEO WSI
Hong Kong, WSI Indonesia, and WSI Thailand), Jane Lo (Teacher, WSI Hong Kong), Sergio Molinaro (Head Office Staff, WSI Italy),
Angelica Mosca (Service Manager, WSI Italy), Megan Peterson (Teacher, WSE China), David Robyak (WSE China), Martin Shields
(Service Manager, WSI Argentina), Sonia Sood (Center Staff, WSI Italy), Helen Sui (Regional Service Manager, WSE China), Ariel Surface
(Service Manager, WSI Turkey), Lisandro Terenzi (National Service Manager, WSI Argentina), Andrew Whitmarsh (National Service
Manager, WSI Indonesia), Orsola Zampetti (Center Staff, WSI Italy), Enza Zaretti (Head Office Staff, WSI Italy), and Cherry Zhang
(Regional Service Manager,WSE China) for their contribution to the materials in these manuals.
In addition, the authors would like to thank all the participants of the regional Teacher Excellence and Service Excellence training sessions
for their participation, feedback, and suggestions on the content of the manuals and structure of the training.
We welcome ongoing feedback from those of you in the field who deal with teaching, training and managing of staff on a daily basis to
continually improve these manuals for our Service staff across the Wall Street English network.
www.wallstreetenglish.com
Table of Contents
TEACHER TRAINING—PARTICIPANT WORKBOOK
Introduction to Training Document Pages
Welcome Teacher Reference 2
Participants Record Worksheet 3
Teacher Initial Training Reference 4 - 7
Product Familiarization Log Worksheet 8
WSE Fact-Finding Questionnaire Worksheet 9 - 11
Welcome
WSE Bingo Worksheet 14
Wall Street English: The Method
Reflecting on your Language Learning Experience I Worksheet 16
Advantages and Disadvantages of Language Learning Methods Worksheet 17 - 18
Reflecting on your Language Learning Experience II Worksheet 19
Stephen Krashen and Natural Language Acquisition Worksheet 20
The Student Experience
Objectives of the First Lesson Worksheet 22
The Acquisition Cycle Worksheet 23 - 26
First Lesson Observation Form Tools 27 - 30
First Lesson Preparation Worksheet 31
First Lesson—Acquisition Cycle and Concept Questions Worksheet 32
The Student Experience—The Second Lesson Worksheet 33
The Student Experience—Lesson 5.2 Worksheet 34
The Student Experience—Lesson 5.3 Worksheet 35
The Student Experience—Encounter 5 Worksheet 36
The Student Experience—Complementary Class Worksheet 37
The Student Experience—Social Club Activity Worksheet 38
Teaching
Quality in the Classroom through Quality Teaching Worksheet 40
A Quality Class Worksheet 41
Teaching Techniques—Eliciting Worksheet 42
Teaching Techniques—Concept Questions Worksheet 43
Teaching Techniques—Concept Checking with Timelines Worksheet 44 - 45
Teaching Techniques—An Introduction to Lesson Planning Worksheet 46
Teaching Techniques—Planning a Language Function Worksheet 47
Teaching Techniques—Observation Form: Language Function Worksheet 48
Teaching Techniques—Correction Techniques Brainstorm Worksheet 49
Teaching Techniques—Graded Language Worksheet 50
Lesson Plan Worksheet 51
Activity Plan Worksheet 52
The Complementary Class—But You Must…! Worksheet 53 - 55
The Complementary Class—Pack Your Bags Worksheet 56 - 57
General English Language Content Reference 58 - 66
Client Fidelity Plan Document Pages
Client Fidelity Plan Actions Worksheet 68 - 77
Analyzing Student Study Habits Worksheet 78
Advising Session Observation Form Tools 79 - 80
Human Resources
Teacher Job Description Worksheet 82
Teacher Job Description Reference 83 - 84
Staff Observations for Teacher Reference 85 - 86
Staff Performance Appraisals Reference 87 - 88
Journal
Self-Development Journal Journal 90 - 93
Welcome Dear Teacher,
Welcome to Wall Street English! This is the beginning of your journey with us in which you will play an important role in an
international educational organization that teaches 180,000 Students per year in over 400 Centers throughout the world.
For our Students, studying English at Wall Street English makes a difference to their lives. Learning English with us can
help them to improve their career opportunities and break down the barriers of language that can divide us:
I study English because I have a son that lives in London and since two years ago, I have a precious
granddaughter and she will never speak Italian to her nonno (grandfather).
Antonio Ricco, Student, Italy.
You will be provided with and trained in the state-of-the-art tools and products to teach our Students and monitor their
progress. However, in many ways, what makes our Students’ learning experience unique are the Teachers and staff who
support them throughout their course. Perhaps you remember a teacher or mentor you once had that inspired or motivated
you and made a difference.
Throughout your initial training, we will be building on teaching techniques that you are possibly familiar with. Professional
development and feedback will continue during your time working with us. Just like our new Students, you are new to your
position and the company, and at times during initial training it may seem like there is a lot of new information to absorb.
Remember that you have a team of colleagues in your Center and above all your Service Manager, to support you
throughout your training.
This training session will be interactive and you will have many opportunities to participate in role-plays, to teach, to share
your experiences, and to reflect on your teaching. This manual has been structured to provide you with the initial information
you need in your role and for future reference.
In particular, we have developed a Journal for you. Keeping a journal of your teaching experience is a great way to
contribute to your self-development. The Journal can be exchanged with your colleagues and with your Service Manager as
a way of sharing your self-development and any creative ideas you may have.
Enjoy your training. We welcome you to the Wall Street English team and look forward to the great contribution you will
make in changing our Students’ lives.
David Kedwards
Chief Executive Officer
Wall Street English International
2
Participants One of the benefits of doing the Teacher Course is the opportunity to meet other colleagues and exchange
ideas. Use the table below to compile contact information for future use:
Name Center Telephone Email
3
Teacher Initial Training
Pre-Training 1.5 Hours
Trainer Input Required Hours
Service Manager 1.5
Program Duration: Five Days 40 hours
Trainer Input Required Hours
Service Manager 29.5
Personal Tutors 4
Teachers 3
Participant Self-Study 3.5
Total 40 hours
Pre-Training
Service Manager 1.5 hours
WSE Fact-Finding Questionnaire 1.5 hours
Note
On completion of the initial training, new staff will need to complete approximately 20 hours of self-study in the Speaking
Center to be familiar with the Units listed on the Product Familiarization Log. In general, one hour of study a day is
recommended in the first month of employment. This will ensure familiarity with the product and. as a result, new staff will
be able to teach and assist Students more effectively.
4
Day 1
Service Manager 5.5 hours
Welcome 30 mins
An Introduction to Wall Street English 1 hour
Company Facts and History
Country Facts and History
Products
The Wall Street English Method 1.5 hours
Reflecting on Your Language Learning Experience I
Advantages and Disadvantages of Language Learning Methods
Reflecting on Your Language Learning Experience II
Stephen Krashen and Natural Language Acquisition
The Student Experience 2 hours
The Acquisition Cycle
The First Lesson
Teaching
Quality in the Classroom through Quality Teaching 30 mins
Personal Tutor 2.5 hours
The Student Experience
The Second Lesson- 5.1 1.5 hours
Lesson 5.2 1 hour
Total 8 hours
Day 2
Service Manager 5.5 hours
Teaching Techniques 5.5 hours
Eliciting Techniques
Concept Questions
An Introduction to Lesson Planning
Teaching a Function
Journal Reflection
Correction Techniques
Graded Language
Personal Tutor 1.5 hours
The Student Experience 1.5 hours
Lesson 5.3
Teacher 1 hour
The Student Experience 1 hour
Encounter 5
Total 8 hours
5
Day 3
Service Manager 4 hours
The Client Fidelity Plan 4 hours
Introduction
Student Follow Up
Dealing with Student Educational Concerns
Feedback Tools: The Student Study Record and Student Progress Profile
Advising Sessions
Teacher 2 hour
The Student Experience 2 hour
The Complementary Class
The Social Club
Self-Study 2 hours
The Product 2 hours
Self-Study in the Speaking Center
Total 8 hours
Day 4
Service Manager 8 hours
Teaching 7.5 hours
The Encounter
The Complementary Class
Student Motivation in the Classroom
Human Resources 30 mins
The Teacher Job Description
Total 8 hours
Day 5
Self-Study 1.5 hours
The Product 1.5 hours
Self-Study in the Speaking Center
Service Manager 6.5 hours
Teaching 6.0 hours
Plan a Class
Teach a Class
Class Feedback
Journal Reflection
Training Wrap-up 30 mins
Total 8 hours
6
Post Training
The Product
On completion of the initial training, you will need to complete approximately another 18 hours of self-study in the Speaking
Center to get to know the Units listed on the Product Familiarization Log. Approximately four hours of Multimedia study per
week is recommended in your first month. This will ensure that you are familiar with the product and as a result you will be
able to teach Students more effectively in the classroom.
Week 2: Teach 10 hours
Suggested Daily Structure:
Morning: Preparation 3 hours
Afternoon: Class 1: Observe 1 hour
Class 2: Teach 1 hour
Class 3: Be Observed 1 hour
Feedback 30 mins
Journal 30 mins
Product Self-Study 1 hour
Week 3: Teach 15 hours
Suggested Daily Structure:
Morning: Preparation 3 hours
Afternoon Class 1: Teach 1 hour
Class 2: Teach 1 hour
Class 3: Be Observed 1 hour
Feedback 30 mins
Journal 30 mins
Product Self-Study 1 hour
Week 4: Full Teaching Schedule
Product Self-Study 5hours
Submit to Service Manager:
Six Encounter Lesson Plans
Two Complementary Class Lesson Plans
One Social Club Lesson Plan
Journal
Throughout your first month, update your Journal as per the guidelines in this manual.
Minimum Observations in the First Month by the Service Manager
Week 2: Two Encounters
Week 3: One Encounter and one Complementary Class
Week 4: One Encounter and one Social Club Activity
7
Product Familiarization Log In the Speaking Center complete the Listen, Speak, and Confirm sections of the following Lessons using the
Admin Tool to navigate the program.
Lesson Minutes Date Lesson Minutes Date
1.1 25 mins 9.3 25 mins
1.2 25 mins 10.1 25 mins
1.3 25 mins 10.2 25 mins
2.1 25 mins 10.3 25 mins
2.2 25 mins 11.1 25 mins
2.3 25 mins 11.2 25 mins
3.1 25 mins 11.3 25 mins
3.2 25 mins 24.1 50 mins
3.3 25 mins 24.2 50 mins
4.1 25 mins 24.3 50 mins
4.2 25 mins 36.1 50 mins
4.3 25 mins 36.2 50 mins
6.1 25 mins 36.3 50 mins
6.2 25 mins 48.1 50 mins
6.3 25 mins 48.2 50 mins
7.1 25 mins 48.3 50 mins
7.2 25 mins 49.1 30 mins
7.3 25 mins 49.2 30 mins
8.1 25 mins 49.3 30 mins
8.2 25 mins BOL 1.1 30 mins
8.3 25 mins BOL 1.2 30 mins
9.1 25 mins BOL 1.3 30 mins
9.2 25 mins Total Time 23 Hours
For each Lesson, answer the following questions:
1. Storyline: What happened in the story?
2. Listen: Which major language points were introduced?
3. Listen: Which key topics were practiced?
4. Speak: What was the objective of the role-play?
5. Confirm: What were the objectives of the checkpoints?
After each Lesson, take notes on the following:
1. What gist questions can you ask about the storyline?
2. How can you use the topics to elicit target language?
3. How can you help the Student prepare for the role-play?
4. What concept check questions can you ask for each of the new major language points introduced?
8
WSE Fact-Finding Questionnaire Individually, or in pairs, find as many answers to the following questions as you can. You can find answers by
speaking to other staff members, looking at WSE materials, WSE websites etc.
You will find the following useful:
WSE International website www.wallstreetenglish.com
The Bubble www.WSEstudents.com
The Bubble Login _________________________________
The Bubble Password _________________________________
Local WSE website _________________________________
WSE Facts and History
1. When was Wall Street English founded and where?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. In which city and country are the WSE headquarters?
_______________________________________________________________________________________
_______________________________________________________________________________________
3. How many territories do we operate in?
_______________________________________________________________________________________
_______________________________________________________________________________________
4. How many Students do we currently provide English to worldwide?
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Which company owns WSE International?
_______________________________________________________________________________________
_______________________________________________________________________________________
Local WSE Facts and History
1. How many WSE Centers are there in your network?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What is the name of the General Manager in your network?
_______________________________________________________________________________________
9
_______________________________________________________________________________________
3. In which year did the first Center open in your network?
_______________________________________________________________________________________
_______________________________________________________________________________________
4. How many Students are there approximately in your network at the moment?
_______________________________________________________________________________________
_______________________________________________________________________________________
5. What is the name of the National Service Manager in your network?
_______________________________________________________________________________________
_______________________________________________________________________________________
Products
1. Which three products do we offer (to private customers)?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Name three useful skills that Students acquire in the first Stage at WSE.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. How many Levels are there in each Stage?
_______________________________________________________________________________________
_______________________________________________________________________________________
4. How do the six Levels in our English for Business course correspond with the General English and the
General Advanced English courses?
_______________________________________________________________________________________
_______________________________________________________________________________________
5. What are the four stages in the General English Course at WSE?
_______________________________________________________________________________________
_______________________________________________________________________________________
10
The Method
1. What are the basic components of the WSE blended learning concept?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What are the four skills used in learning a language?
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Which of these four skills is used in the Speaking Center?
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Which of these four skills is used while working in the Student Manual?
_______________________________________________________________________________________
_______________________________________________________________________________________
5. What is the difference between an Encounter and a Complementary Class?
_______________________________________________________________________________________
_______________________________________________________________________________________
English Anytime/The Village
1. What is English Anytime?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. When and where does English Anytime allow Students to study?
_______________________________________________________________________________________
_______________________________________________________________________________________
3. What four main areas (tabs) is the Village divided into?
_______________________________________________________________________________________
_______________________________________________________________________________________
4. In which main tab can you find the link to the Village chat?
_______________________________________________________________________________________
_______________________________________________________________________________________
5. In Practice, where can you find definitions and audio files of key English for Business vocabulary?
_______________________________________________________________________________________
_______________________________________________________________________________________
11
WSE Bingo Rules
Each person can only sign two boxes. When you have a row of five signatures (diagonal, vertical or horizontal)
stand on your chair and shout BINGO! In order to win you should be able to provide specific details on the people
in your winning row of signatures. For example:
Where did they study abroad? Which subject?
Which three languages do they speak fluently?
Why weren’t they interested in the Olympics?
Which instrument do they own?
When did they do a course at WSE? Why?
Find a person who...
Has studied abroad.
Speaks at least three languages fluently.
Doesn’t have breakfast.
Has two or more pets.
Has done/is doing a course at WSE.
Started their career with WSE in a different job.
Has two or more brothers and sisters.
Goes to the gym regularly.
Enjoys jazz.
Has flown in a helicopter.
Has been scuba diving.
Owns a musical instrument.
Has or would like to have more than two children.
Has read a book on sales theory.
Sings in the shower.
Enjoys watching sports on TV.
Has visited a WSE Center in another country.
Has been to a concert in the last month.
Was born with different-colored hair.
Will tell you their nickname.
Can dance the waltz.
Is a passionate gardener.
Has worked for WSE for more than two years.
Has been to Australia.
Is a vegetarian.
14
Reflecting on Your Language Learning Experience I Answer these questions about your second-language learning experience. Then work in groups or pairs to
compare your answers.
1. Where did you learn your second language (L2)?
_________________________________________________________________________________________
_________________________________________________________________________________________
2. What was your purpose for learning? (For travel, business, necessity?)
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Did you teach yourself, have a private teacher, go to classes or study on line? Or did you simply pick it up by
using it?
_________________________________________________________________________________________
_________________________________________________________________________________________
4. What were your teachers like?
_________________________________________________________________________________________
________________________________________________________________________________________
5. What limited you in your L2 learning experience?
_________________________________________________________________________________________
_________________________________________________________________________________________
6. How motivated were you? What factors raised or lowered your motivation?
_________________________________________________________________________________________
_________________________________________________________________________________________
7. What level of proficiency did you hope to achieve? Did you achieve it?
_________________________________________________________________________________________
_________________________________________________________________________________________
8. Were you satisfied with the experience? If not, what would you have done differently?
_________________________________________________________________________________________
_________________________________________________________________________________________
16
Advantages and Disadvantages of Language Learning Methods
Brainstorm the advantages and disadvantages of different language learning methods:
Method Advantages Disadvantages
Self Study
Public
17
Reflecting on Your Language Learning Experience II Answer these questions about your second-language learning experience. Then work in groups or pairs to
compare your answers.
1. Describe a second language (L2) or a first language (L1) rule you learned consciously
_________________________________________________________________________________________
_________________________________________________________________________________________
2. How did you use it to start with?
_________________________________________________________________________________________
_________________________________________________________________________________________
3. How often do you use this now?
_________________________________________________________________________________________
_________________________________________________________________________________________
4. How useful do you find it?
_________________________________________________________________________________________
_________________________________________________________________________________________
5. Describe what you can do in an L2 that you did not learn but acquired.
_________________________________________________________________________________________
_________________________________________________________________________________________
6. In what context did you acquire this?
_________________________________________________________________________________________
_________________________________________________________________________________________
7. How useful has this been?
_________________________________________________________________________________________
_________________________________________________________________________________________
19
Stephen Krashen and Natural Language Acquisition
Complete the text below using the words in the box. Discuss your answers within pairs or groups.
meaningful interaction forcing and correcting production
low anxiety situations grammatical rules
natural communication tedious drills
communicative comprehensible input
Text
Language acquisition does not require extensive use of conscious _________(1), and does not require
_________(2). Acquisition requires _________(3) in the target language, _________(4) in which
speakers are concerned not with the form of their utterances but with the messages they are conveying
and understanding.
The best methods are therefore those that supply 'comprehensible input' in _________(5), containing
messages that Students really want to hear. These methods do not force early production in the second
language, but allow Students to produce when they are 'ready', recognizing that improvement comes
from supplying _________(6), and _________(7), and not from_________(8).
Stephen Krashen
Answers
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. _____________________________
7. _____________________________
8. _____________________________
What implications does Krashen’s theory have for you as a Teacher?
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
20
Objectives of the First Lesson
Brainstorm how each of the following were achieved in the First Lesson:
1. Interactive Class
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Students as the Protagonist
__________________________________________________________________________________________
________________________________________________________________________________________
3. Students Understand How to Use the Method
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Students Understand the Role of the Personal Tutor
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Fun
__________________________________________________________________________________________
__________________________________________________________________________________________
6. Students Are Motivated
__________________________________________________________________________________________
__________________________________________________________________________________________
7. Students Are Confident that They Have Chosen Right Course
__________________________________________________________________________________________
__________________________________________________________________________________________
8. Personal Tutor Begins to Build a Relationship with the Student
__________________________________________________________________________________________
__________________________________________________________________________________________
9. Student Books Second Lesson
__________________________________________________________________________________________
__________________________________________________________________________________________
22
The Acquisition Cycle
Review each section of the Acquisition Cycle:
1. What happens in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the objective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does the Student receive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
1. What happens in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the objective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does the Student receive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
23
1. What happens in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the objective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does the Student receive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
1. What happens in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the objective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does the Student receive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
24
1. What happens in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the objective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does the Student receive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
1. What happens in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the objective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does the Student receive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
25
1. What happens in this section?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the objective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does the Student receive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
26
First Lesson Observation Form
Personal Tutor: Center:
Date: Time:
Observer: Number of Students:
Course Type:
Preparation
1. Sets up First Lesson Tool showing Acquisition Cycle
2. Welcome packs including Student logins prepared
3. Makes sure work area is tidy
4. Reserves and set up chairs
5. Checks the microphone and headphones work
6. Prepares Acquisition Cycle, Scale of Success, and Student Manuals
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Ice-Breaking
Time:__________ TTT:_________ STT:__________
1. Introductions/Warm-up
2. Reinforces the role of the Personal Tutor
3. Re-sells WSE (history)
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Eliciting the Method
Time:__________ TTT:_________ STT:__________
1. Elicitation of the four language skills (60%, 30%, 5%, 5%)
2. Elicitation of the natural method and connection to WSE Method
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
27
Listen
Time:__________ TTT:_________ STT:__________
1. Student reads Focus
2. Student describes Help
3. Concept questions
4. Reinforces the role of the Personal Tutor
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Repeat
Time:__________ TTT:_________ STT:__________
1. Student describes Help
2. Student repeats and records
3. Student does Practice exercises
4. Concept questions
5. Reinforces the role of the Personal Tutor
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Read
Time:__________ TTT:_________ STT:__________
1. Student describes Help
2. Student reads and compares
3. Concept questions
4. Reinforces the role of the Personal Tutor
Feedback:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Speak
Time:__________ TTT:_________ STT:__________
1. Student reads Focus
2. Student describes Help
3. Student prepares, records, and compares
4. Concept questions
5. Reinforces the role of the Personal Tutor
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
28
Confirm
Time:__________ TTT:_________ STT:__________
1. Student describes Help
2. Student does Practice 2
3. Concept questions
4. Reinforces the role of the Personal Tutor
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Write
Time:__________ TTT:_________ STT:__________
1. Elicits course structure (Level, Unit, Lessons)
2. Gives strategies on how to use the Student Manual
3. Concept questions
4. Reinforces the role of the Personal Tutor
Feedback:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Encounter
Time:__________ TTT:_________ STT:__________
1. Concept questions
Feedback:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Conclusion
1. Revise Acquisition Cycle and Concept Questions
2. Reinforce 1 Lesson per Visit and good study habits
3. Book Second Lesson
4. Accompany Student to Consultant
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
29
Atmosphere
1. Confident and enthusiastic
2. Student-centered
3. Eliciting techniques
4. Application of concept questions
5. TTT/STT
6. Time management
7. Low-anxiety environment
8. Fun
Feedback
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Overall Comments
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
30
First Lesson—Preparation General
1. How will you maximize Student Talking Time (STT) and minimize Teacher Talking Time (TTT)?
2. How will you make sure that your Students understand the core message of each section of the First
Lesson?
3. How will you reinforce the role of the Personal Tutor?
4. How will you make your First Lesson fun for your Students?
Ice-Breaking
1. What is the objective of ice-breaking at the start of the First Lesson?
2. What questions will you ask in the ice-breaking stage to gather useful information about your Students?
3. What facts will you mention about the company and the Method?
4. What will you say as a transition to the Method section?
The Method
1. What is the objective of introducing the Method during the First Lesson introduction?
2. What context will you provide to help Students understand how the Method works?
3. What questions will you ask during the delivery of the Method to involve your Students?
Student Manual and Study Habits
1. How will you use the Student Manual to elicit the structure of a Level?
2. How will you incorporate the Acquisition Cycle into the Student Manual section of the First Lesson?
3. How will you elicit the recommended study habits?
31
First Lesson—The Acquisition Cycle and Concept Questions Brainstorm three concept questions to ask Students for each section of the Acquisition Cycle.
1. ____________________________________________________________ 2. ____________________________________________________________
3. ____________________________________________________________
1. ____________________________________________________________ 2. ____________________________________________________________
3. ____________________________________________________________
1. ____________________________________________________________ 2. ____________________________________________________________
3. ____________________________________________________________
1. ____________________________________________________________ 2. ____________________________________________________________
3. ____________________________________________________________
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
1. ____________________________________________________________ 2. ____________________________________________________________
3. ____________________________________________________________
32
The Student Experience— The Second Lesson
How did your Personal Tutor teach and motivate you in the following sections of the Second Lesson?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
How did your Personal Tutor introduce Encounters, Complementary Classes, and Social Club Activities at the end
of your Second Lesson?
__________________________________________________________________________________________
__________________________________________________________________________________________
How did you feel at the end of your Second Lesson?
__________________________________________________________________________________________
__________________________________________________________________________________________
33
The Student Experience—Lesson 5.2 How did your Personal Tutor teach and motivate you in the following sections of Lesson 5.2?
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
What was the target language covered in this Lesson?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
34
The Student Experience—Lesson 5.3 How did your Personal Tutor teach and motivate you in the following sections of Lesson 5.3?
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
What was the target language covered in this Lesson?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
35
The Student Experience—Encounter 5
1. How much did you speak in the class?
_________________________________________________________________________________________
2. Who did you speak with?
_________________________________________________________________________________________
3. Did you talk about yourself at any time in the class?
_________________________________________________________________________________________
4. Did you feel nervous to speak or afraid to make a mistake?
_________________________________________________________________________________________
5. How much did the Teacher speak during the class?
_________________________________________________________________________________________
6. Did the Teacher give detailed explanations?
_________________________________________________________________________________________
7. Did the Teacher check if the Students had understood the key language points?
_________________________________________________________________________________________
8. Did the Teacher seem to be prepared?
_________________________________________________________________________________________
9. How many different activities were introduced in the class?
_________________________________________________________________________________________
10. Who produced the new language first?
_________________________________________________________________________________________
11. When a Student made a mistake, what happened?
_________________________________________________________________________________________
12. Did you do any role-plays?
_________________________________________________________________________________________
13. Was there any movement in the class?
_________________________________________________________________________________________
14. Was there any relation between the Multimedia Lessons completed and what you practiced in the class?
_________________________________________________________________________________________
15. How did you feel at the end of the class?
_________________________________________________________________________________________
16. Did you agree with the Teacher’s feedback?
_________________________________________________________________________________________
36
The Student Experience—Complementary Class
1. How was the Complementary Class different to the Encounter?
_________________________________________________________________________________________
2. How much did you speak in the class?
_________________________________________________________________________________________
3. Who did you speak with?
_________________________________________________________________________________________
4. Did you talk about yourself at any time in the class?
_________________________________________________________________________________________
5. Did you feel nervous to speak or afraid to make a mistake?
_________________________________________________________________________________________
6. How much did the Teacher speak during the class?
_________________________________________________________________________________________
7. Did the Teacher give detailed explanations?
_________________________________________________________________________________________
8. Did the Teacher seem to be prepared?
_________________________________________________________________________________________
9. How many different activities were introduced in the class?
_________________________________________________________________________________________
10. When a Student made a mistake, what happened?
_________________________________________________________________________________________
11. Did you do any role-plays?
_________________________________________________________________________________________
12. Was there any movement in the class?
_________________________________________________________________________________________
13. How did you feel at the end of the class?
_________________________________________________________________________________________
14. Did the Teacher give any feedback?
_________________________________________________________________________________________
37
The Student Experience— Social Club Activity 1. How was the Social Club Activity different to the Encounter and the Complementary Class?
_________________________________________________________________________________________
2. How much did you speak in the class?
_________________________________________________________________________________________
3. Who did you speak with?
_________________________________________________________________________________________
4. Did you talk about yourself at any time in the class?
_________________________________________________________________________________________
5. Did you feel nervous to speak or afraid to make a mistake?
_________________________________________________________________________________________
6. How much did the Teacher speak during the class?
_________________________________________________________________________________________
7. Did the Teacher give detailed explanations?
_________________________________________________________________________________________
8. Did the Teacher seem to be prepared?
_________________________________________________________________________________________
9. How many different activities were introduced in the class?
_________________________________________________________________________________________
10. When a Student made a mistake, what happened?
_________________________________________________________________________________________
11. Did you do any role-plays?
_________________________________________________________________________________________
12. Was there any movement in the class?
_________________________________________________________________________________________
13. How did you feel at the end of the class?
_________________________________________________________________________________________
14. Did the Teacher give any feedback?
_________________________________________________________________________________________
38
Quality in the Classroom through Quality Teaching
You as the Orchestrator of Classroom Atmosphere and Dynamics
In pairs or groups reflect on the following two pictures. Comment on the different classroom environments.
40
Teaching—A Quality Class I hear and I forget. I see and I remember.
I do and I understand.
Chinese Proverb
In pairs or groups brainstorm the following:
What preparation is required for a
successful class?
What teaching techniques can be
applied to ensure a successful
class?
What kind of atmosphere do you
want in your classroom?
41
Teaching—Eliciting
The art of teaching is the art of assisting discovery.
Mark Van Doren
American Writer and Educator
In pairs or groups brainstorm how, why and when a Teacher should elicit:
Eliciting: How?
Eliciting: Why?
Eliciting: When?
42
Teaching—Concept Questions Concept questions involve asking questions to ensure Students have understood the function or meaning of a
language point and are not just applying a structure through rote learning. To make concept questions, there are
some points we need to bear in mind:
Make sure the questions are simple and that no difficult language is required to answer the question.
Yes/no questions, either/or questions and simple wh questions are particularly effective
Avoid using the target language in the question
Avoid using difficult vocabulary in the question
Highlight basic concepts of time and tense in the question
In pairs or groups think of concept questions for the following language points:
A. I’ve been to New York.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
B. I used to live in London.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
C. I’ll have finished the document by lunchtime today.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
43
Teaching—Concept Checking with Timelines
What Are Timelines?
Timelines are diagrams that illustrate the reference to time made by a given piece of language. They are used to
show how a particular language item (often a verb in a particular tense and aspect) places particular events or
situations in time and in relation to other events.
Why Use Timelines
Timelines are very useful when teaching English to our Students. Timelines:
Simplify linguistic explanation
Reinforce the understanding of a concept
Clarify meaning/differences in meaning between structures (in particular tenses) and vocabulary related
to time (e.g. before, during, after)
Provide a reference point for Students
Give a visual check of time concept (good for students with a visual learning style)
Illustrate frequency
Can be student-centred
Can reuse for other classes
How to Use Timelines
The following is a summary of the common symbols used on timelines:
A single event or action
A repeated action or habit
A permanent state or situation
A temporary state, situation or repeated/continuous
action
44
Exact time of event is unknown
A point in time
A period in time
Question: Can we create a timeline for these two sentences?:
He painted his house.
He had his house painted
No, since time is not the issue here.
Complete these timelines to show the difference:
Now Now
He rides a bike to school He’s riding a bike to school
Think about how you might represent the following structures on a timeline:
A. I had already done my homework when Julie arrived.
Past Present Future
B. I did my homework when Julie arrived.
Past Present Future
C. I was doing my homework when Julie arrived.
Past Present Future
45
Teaching—An Introduction to Lesson Planning Wall Street English teaching materials for Encounters and Complementary Classes provide you with a lesson
plan, structure, and tools that will ensure you offer a well-balanced and organized class. This will allow you to
effectively verify the Students have acquired the target language of their Unit in the Speaking Center. However,
as a Teacher you still need to plan your lesson to guarantee a successful class.
Choose one of the following sentences and complete it.
1. A good class is like a film because…
__________________________________________________________________________
__________________________________________________________________________
2. A good class is like a football match because…
__________________________________________________________________________
__________________________________________________________________________
3. A good class is like a meal because…
__________________________________________________________________________
__________________________________________________________________________
4. A good class is like a symphony because…
__________________________________________________________________________
__________________________________________________________________________
Find somebody who chose the same sentence starter as you. Did you complete it in a similar way?
46
Teaching—Planning a Language Function
Language Function Point:
Level of Language Function Point: Time:
Presumed Student Knowledge:
Personal Goal:
Context Creation:
Method: Warm-Up, Controlled Practice, Communicative Activity
Eliciting Techniques: Verbal/ Intonation Facial Gesture
Concept Questions: 1. 2. 3.
Anticipated Student Concerns:
47
Observation Form—Teaching a Language Function
Language Function Point:
Common Errors:
Context
Effective
Original
Fun
Meaningful
Eliciting
TTT vs. STT
Effective
Original
Fun
Concept Questions
1.
2.
3.
Effective
Correction Techniques
Encouraged Student error correction
Self
Peer
Teacher
Techniques Used:
Facial Physical Intonation Verbal
General Comments/Suggestions
48
Teaching—Correction Techniques Brainstorm In a pair or group brainstorm the different correction techniques you can use in the classroom.
Facial Expressions
Physical
Intonation
Verbal
49
Teaching—Graded Language
One of the most important things that Teachers have to learn is how to adjust their language to make it
appropriate for different learners at different Levels, particularly lower Level learners.
In your pair or group compare the feedback from Teacher 1 and Teacher 2. Both Teachers are giving feedback at
the end of Encounter 12. Make some notes in the space provided below.
Teacher 1
Well, you did pretty well in the Encounter today. I was truly impressed with your use of question forms in the role
play towards the end of the lesson. I noticed that you only did 1 Encounter this month. You must do another one
by the end of the month, OK? Your attendance to Complementary Classes is a bit of a concern. From looking at
your Progress Profile I can see you last attended a Complementary Class one month ago. You should really try
and do 1 per Encounter. Oh I forgot to mention you are still making occasional errors with tag questions. Focus on
that OK? Remember to do the Level Exercises after the Encounter. I mean you can do it today or next week if you
want. It is up to you to decide when it is most convenient for you.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Teacher 2
Well done!
Good conversation!
Where are you going for vacation?
What is the food like?
Remember:
You can speak English, can’t you?
Can you finish the sentence for me?: You like studying English…
When are you going to do your next Encounter? Can you do it in two weeks? (20th December)
When are you going to do your next Complementary Class?
Congratulations! You can change Level and start Waystage 1.
When are you going to do your Level Exercises? What about tomorrow?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
50
Lesson Plan
Name: Unit: CC/SC Level/Stage:
Date: N° Students: Time:
Lesson aims:
Subsidiary aims:
Personal aims:
Presumed Student knowledge/connection to other lessons:
Materials/Resources (pictures, etc…):
Anticipated Student difficulties:
(What concerns will the Students have? Concept? Form? Pronunciation? Materials? Any management problems for you?)
Intended action: (before or when problem occurs)
Concept questions for key target language:
(Don't forget the Student Manual)
51
The Complementary Class— But You Must…!
Use the information on the next page to answer these three questions:
1. How would you organize the Survival 3 Students in your Complementary Class for the following activity
from Complementary Class 10A?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How would you grade your expectations of each Student in this activity, according to their current Unit?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. What target language would you expect from each Student according to their current Unit?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
53
The Complementary Class— Pack Your Bags
Use the information on the next page to answer these three questions:
1. How would you organize the Upper Waystage Students in your Complementary Class for activity 2.2
Pack Your Bags from CC 27?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How would you grade your expectations of each Student in this activity, according to their current Unit?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. What target language would you expect from each Student according to their current Unit?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
56
General English Language Content Unit Grammar Functions Topics
1
Personal pronouns Forms of to be Abbreviated is and am Demonstrative pronouns: this and that Interrogative pronouns: who, how and what Possessive adjectives: my and your Articles: a, an Conjunction: and Yes and No + finite clause (Yes/No, I’m a ____)
Clarifying and correcting Expressing feelings Meetings and greetings Introductions Personal information
Personal Information Jobs Titles Greetings and Introductions
2
Personal pronouns: He and She Forms of to be: are Abbreviated are Elision (short answers with to be)—first person Adjectives Interrogative pronoun: which Article: the Preposition: in for places Imperative so for linking sentences -s for regular plurals
Clarifying and correcting Orders and requests Personal information
Basic personal Information; Address, phone number, email address, marital status, nationality, family, Numbers one to ten Countries and nationalities Travel
3
Possessive Adjectives: his and her Possessive with ‘s Interrogative pronoun: where Preposition: from for origin (Where are you from?) Elision (short answers with to be)—third person How old…? How many…?
Agreeing and disagreeing Clarifying and correcting Expressing feelings Personal information
Personal Information; age city and country or origin Numbers 11-99 Cities and countries Qualities (of other people)
4
Present simple of verb to have (first and second person only) Word order in questions with have and be Personal pronoun: it How much…?
Clarifying and correcting Expressing feelings Hotel language Orders and requests Stating or asking for information
Travel: hotels, registration Ordinal numbers Family members Drinks
5
Personal pronouns: (plural): we, you, they Plural forms of to be
Present simple (plural forms) Use of in and at Position of adjectives
Expressing feelings Home and accommodation Meetings and greetings Offers and invitations Telephone language Time and Date
Time Telephone Home and rooms Directions Family members Travel, transport, and vacations
58
Unit Grammar Functions Topics
6 Present simple (third person, affirmative) Don’t + verb (imperative) Tag question with to be There is/isn’t Nice to + verb Thanks for + noun clause come and + verb (infinitive) want to + verb (infinitive)
Clarifying and correcting Language ability and learning Meeting people Offers and invitations Orders and requests Personal information
Drinks Family Relations with people Foreign language ability
7 Present simple(third person— interrogative and negative) Countable and uncountable nouns Some and any with plurals and uncountable nouns There are/aren’t … The verb like
Expressing feelings Home and accommodation Interests and hobbies Love, marriage, and relationships Money, wages and prices
Affectionate terms Arts and entertainment Family Home and furniture Money Time
8 Present simple with adverbs of frequency Can for permission and possibility Let’s for suggestions Would like for offers The verb know Something/anything
How far…?
Directions Money, wages and prices Offers and invitations Restaurants and eating Suggestions and responses Telephone language Travel and hotels
Cities and places Food and eating Time expressions Traveling by air Drink Business
9 Present continuous with present and future reference Indirect questions If with present Possessive pronouns his/hers
Some/anything + else The pronouns one and ones
Expressing feelings Love, marriage, and relationships Meetings and greetings Money and prices Orders and requests Restaurants and eating Telephone language Work and business
Food and eating Technical terms Marriage Time expressions
10 will for future reference, conditional, requests must for necessity/obligation Not… either Possessive pronouns mine/ yours Would like + infinitive whose
Clarifying and correcting Expressing feelings Language ability Plans and arrangements Restaurants and eating Travel and hotels Work and business
Business terms Cities and places Shopping and payment Directions Food and cooking Language learning Time expressions Travel and transport
11 Can + verb of sense If + verb phrase with will Shall for suggestion/ proposition Verbs with two objects Tag questions Positive and negative questions with ever
Clarifying and correcting Directions Expressing feelings Money and prices Plans and arrangements Travel and hotels TV and entertainment Work and business
Entertainment Business Cities and places Clothing Language learning Time expressions Travel, transport, and vacations Weather
12 Revision of Units 1-11
59
Unit Grammar Functions Topics
13 Future with going to Past tense of verb to be must for deduction The verb need like for comparison
Expressing feelings Home and accommodation Introducing people Meals and cooking Orders and requests Plans and arrangements Telephone language
Business terms Cities and places Directions Drinks Food and cooking Technical terms Jobs Travel and transport
14 Past simple with regular and irregular verbs Comparatives with more don’t need + infinitive Phrasal verbs put on, take off, set up
Business negotiation Directions Factual information (past) Offers and invitations Shopping for clothes Travel and hotels Work and business
Health and fitness Clothing Colors Language learning and education Love and relationships Technical terms Travel, transport, and vacations
15 Adverbs of frequency + negative Comparatives with -er, better, worse have to need + infinitive ask/want someone to do something Indirect questions Imperative with will you Present perfect with before
Expressing feelings Factual information (past) Love, marriage, relationships Money, wages ,and prices Offers and invitations Orders and requests Work and business
Crime and punishment Distance and measurements Health and fitness Jobs Money
16 Present perfect negative with before for unspecified time for unfinished time with just Comparatives with less, -ier Have got Question tags +/+ So for purpose for/with + gerund
Business negotiation Expressing feelings Idioms and expressions Language ability and learning Meeting and greeting Offers and invitations Plans and arrangements Shopping for clothes Travel and hotels
Business terms Cities and places Conflict Family and relationships Food Insults Slang Travel, transport, and vacations
17 Present perfect: with yet with since and for with already have to for personal compulsion may for permission Passive with born so + inversion of subject and verb to for infinitive of purpose too + adjective + infinitive What about + gerund until + present with future meaning Question tags
Expressing feelings Idioms and expressions Personal information Self-pity Travel, transportation, plans
Cities and places Countries and regions Food and eating Language learning and education Sports Travel, transport, and vacations
60
Unit Grammar Functions Topics
18 First conditional have to with future reference don’t have to for absence of obligation as + adjective + as feel like + gerund Not only + clause + but Made from Reported speech with told + past simple too late for X + infinitive Use of auxiliary for emphasis Comparatives with much
Buying and selling food Clarifying and correcting Expressing feelings Food preparation Indirect questions and statements Sports, recreation, exercise
Agriculture Cities and places Drink and drinking Emotions Food and cooking Sports
19 Present perfect + ever/never as + occupation will have to Gerund as subject have got to wonder + if/whether Passive with get prefer + gerund teach, show, explain + how to Comparatives with than + gerund Comparatives with even to + infinitive of purpose be able to for future inability Question tags in requests will you?
Expressing feelings Idioms and expressions Orders and requests Travel, transportation, plans Work and employment
Business Cities and places Food and shopping Health and fitness Jobs and work Travel, transport and vacations
20 First conditional with going to Present continuous for refusal any + comparative adjective as + adverb of degree + as Defining relative clause with who let + person + infinitive used to for past habitual actions will for reference/supposition
Expressing feelings Health(care) and medicine Idioms and expressions Meals, eating out Sports, recreation, exercise
Drinks and drinking Food, cooking and eating Health, fitness and medicine Love and relationships Sports
21 Superlatives as meaning by way of could for possibility have gone vs. have been vs. went there must be so that had to for past obligation
Expressing feelings Making comparisons Money, wages, and prices Personal hygiene Shopping (for clothes) Travel, transportation, plans
Clothing Countries and regions Crime and punishment Home and furniture Personal hygiene Shopping Travel, transport, and vacations
61
Unit Grammar Functions Topics
22 Present perfect with ever since
Future continuous with going to Present continuous with while few let and make + infinitive without to would referring to habitual actions in past Reflexive pronoun myself
Language ability and learning Letter writing Love, marriage, relationships Orders and requests Success and failure Weather
Arts and entertainment Countries and regions Food and eating Language learning Travel, transport, and vacations
23 ask, tell, want someone to do something Reported knowledge in the past with didn’t know the last time + past tense Present perfect vs. past simple when + present tense with future reference
Children and upbringing Crime, criminals, escape Health(care) and medicine Love, marriage, relationships
Food, cooking, and eating Health, fitness, and medicine
24 Revision of Units 1-11
25 Past continuous Past continuous for polite requests Present passive Past passive so + adjective + that should for advice won’t for refusal should as quasi subjunctive rather than + gerund Non-defining relative clauses with which whenever
Expressing emotions Making accusations Orders and requests Travel and transportation
Business terms Family relations Jobs Education Travel and transport
26 Past continuous + past simple with when Past simple + past continuous with while needn’t for absence of obligation Impersonal pronouns you and one yourselves and each other
Short responses with neither wherever Relative clauses with whom
Love, marriage, and relationships Socializing Talking about goods and services Talking about work and business
Arts and entertainment: music Business terms Technical terms Vacations
27 Past perfect Past perfect + past simple with when both of, neither of whatever
had better
Driving Orders and requests Talking about work and business Telephone language
Arts and entertainment Cities and places Jobs Time expressions Travel and vacations
62
Unit Grammar Functions Topics
28 Second conditional Past perfect in reported speech was going to for past intentions Short responses with so and neither
Apologies Driving Expressing emotions Work and business Safety
Crime, punishment, and law enforcement Directions Technical terms
29 Expressing past intentions with: was going to, thought … would and was wondering if what if Would you mind + gerund Non-defining relative clauses with where so and such + adj. + noun as if/though + past tense to + infinitive for immediate action
Arts, media and entertainment Agreeing and disagreeing Expressing emotions Opening and closing conversations Orders and requests Polite formulae Transitional phrases
Arts and entertainment Food and cooking Education Sports
30 supposed to so that for purpose Defining relative clause with who did in past affirmative for emphasis Defining relative clause with which not only… but also
Clarifying and correcting Health Despair Talking about responsibilities
Health, fitness, and medicine Clothing Emotions Jobs Love and relationships Personal hygiene
31 Passive with past simple, Present simple Present perfect continuous even as intensifier allow + person +infinitive Relative clauses with omission of pronoun looks/sounds like Reflexive pronouns although for contrast
Expressing emotions Opening and closing conversations Making threats
Home, accommodation, and furniture Language learning
32 Future continuous for polite requests Passive with present perfect Non-defining relative clauses with which seem and seem to it’s about time… If I were you for advice
Compliments Making accusations Talking about goods and services Talking about work and business
Arts and entertainment Distance and measurements Drink and drinking Politics Technical terms Travel, transport, and vacations
33 Passive with present continuous after + gerund for + gerund Uses of as even though/although
hardly ever
Clarifying and correcting Opening and closing conversations Orders and requests Talking about work Transitional phrases Travel and transportation
Agriculture and nature Business terms Cities and places Crime and punishment Jobs People, age groups, and gender Politics Titles Travel, transport, and vacations
63
Unit Grammar Functions Topics
34 already + past simple have something to do with may for possibility seem to + present continuous would rather must have for inference about the past would for refusal Emphatic do/does
Giving factual information Clarifying and correcting Talking about problems Talking about business
Agriculture and nature Business terms Emotions Jobs Time Travel, transport, and vacations
35 Passive with can and other modal verbs could have for inference about the past should have for inference about the past despite Future continuous worth for monetary value
Talking about problems Talking about business Problems Shopping
Business terms Clothing Countries and regions Measurements Food and eating Heath and fitness Jobs Money and finances Spirituality and religion
36 Review of Units 25-35
37 Present passive Past passive Future continuous Third conditional might/may have for conjectures about the past shouldn’t have to express negative judgment supposed to
want/need + gerund would for past habitual had better Relative clauses with whose about to for imminent action
Giving personal information Expressing emotions Talking about money and finances
Agriculture, geography and nature Business terms Countries and regions Crime and punishment Food and cooking Home and furniture People and groups Politics and economics
38 may + present continuous such a/how despite what if + past tense may + present continuous must + present perfect continuous Passive gerund thinking of + gerund should for past obligation rather than for preference rather + past tense
Emotions Work and business Making accusations Observations
Agriculture, geography, and nature Business terms Emotions Politics and economics Travel, transport and, vacations Weather and seasons
39 allowed to can’t face + gerund Future for inference or guess hardly with affirmative have something done permission to point in + gerund without + gerund
Travel arrangements Nature and weather Complaining Expressing confusion
Agriculture, geography, and nature Countries and regions Directions Measurements Home and accommodation Money and finances Travel and vacations Weather and seasons
64
Unit Grammar Functions Topics
40
approach to +gerund capable of + gerund don’t mind my + gerund have/get someone do something Non-defining relative clause with of whom ought to
Clarifying and correcting Future plans Work and business Talking about traditions
Agriculture, geography, and nature Arts and entertainment Business terms Clothing Emotions Jobs People and groups Spirituality and religion
41
Past perfect continuous Relative clauses dare keep + gerund might as well whom in a question You got to
Directions Complaining Talking about responsibilities Driving Giving directions
Agriculture, geography, and nature Cities and places Directions and locations Food and cooking Politics and economics Travel, transport, and vacations
42
Third conditional with might Implied past conditional with or arrest + gerund as if + past perfect continuous whether dare to + infinitive in case + past tense no sooner… than
Meals and eating out Polite formulae Talking about problems Talking about the environment Telling stories
Agriculture, geography and nature Business terms Crime and punishment Measurements Drink and drinking Emotions Food, cooking, and eating Health and fitness
43
might as well credited with so/as long as trust someone to do something wish
Giving factual information Telling jokes Nature and weather Real estate Talking about work and business Telephone language
Agriculture, geography and nature Business terms Directions and locations Health and fitness Jobs Weather and seasons
44
far + too among + plural to do with worth + gerund count on + gerund
Talking about environmental issues Expressing emotions Clarifying and correcting Shopping for clothes
Agriculture, geography, and nature Business terms Clothing Countries and regions Crime and punishment Language learning Politics and economics Shopping
45
as if + past tense blame something on someone it’s ridiculous that… should to be to for obligation it’s about + gerund
Talking about traditions Expressing emotions Sports and recreation Agreeing and disagreeing
Agriculture, geography, and nature Countries and regions Emotions Politics Sports Time
46
soon to + passive through + gerund Past perfect for time sequence may for concession wish to + infinitive could well for possibility
Clarifying and correcting Making accusations Environmental issues Transitional phrases Insults and curses Sports TV language
Agriculture, geography, and nature Arts and entertainment Conflict and peace Sports Time Weather and seasons
65
Unit Grammar Functions Topics
47 Future perfect blame + reflexive pronoun however to contrast Uses of gerund
Activism Joking Talking about future plans Making excuses Transitional phrases Talking about studies
Agriculture, geography, and nature Business terms Conflict and peace Crime and punishment Language learning Politics and economics
48 Review of Units 37-47 dare as modal auxiliary wish… would with future reference Third person imperative the nerve/courage to + infinitive
Expressing emotions Apologizing and forgiving
Emotions Fidelity Parties Music Jobs
66
Client Fidelity Plan Actions—Participant A
Action Action Details How do I know
when to do this? When? Who? Supervision
First Level Follow-Up
Check whether each Student is active and has booked an Encounter. If Student is not active, call Student. If Student is regularly active but has not booked an Encounter, contact Student (by phone or when Student is in the Center) and book next Encounter.
First Level Follow Up report: Provided weekly by Service Manager. Each Personal Tutor receives the report for their Students.
Weekly Personal Tutor
Service Manager: Supervises via weekly meetings with individual Personal Tutors and informally on a day to day basis.
First Level Follow-Up
First Level Follow Up report: Provided weekly by Service Manager. Each Personal Tutor receives the report for their Students.
Weekly
Service Manager: Supervises via weekly meetings with individual Personal Tutors and informally on a day to day basis.
First Lesson Interview
Short impromptu meeting with Student. Opportunity to answer any questions, to establish Consultant as educational advisor. Opportunity to ask for Referrals.
Immediately after the First Lesson, Consultants make sure they meet Student at the conclusion of the First Lesson.
Center Director: Supervises via Consultant’s agenda and daily and weekly meetings with Consultant.
First Encounter Interview
First Encounter Booked report: Provided to Consultant by Service Manager/Center Director on a weekly basis Consultant schedules the First Encounter Interview in their agenda based on the information in the report.
Immediately after the first Encounter: Consultants make sure they meet Student at the conclusion of the Encounter.
Consultant
68
Action Action Details How do I know
when to do this? When? Who? Supervision
End of Level Advising Session
At the end of each Level, Personal Tutor meets with
Student to provide guidance, didactic
feedback, and answer questions.
At the end of each Level: Scheduled for a time when Student plans to return to the Center to study.
Service Manager uses the End of Level report to check that End of Level Students have either already completed or have scheduled an Advising Session.
End of Level Interview
At the end of each Level; Scheduled for a time when Student plans to return to the Center to study.
Consultant
Center Director: Receives copy of End of Level report Supervises via daily and weekly meetings with Consultant.
Active Student Follow-Up
Contact all Students on the report to book their next Encounter.
Can be done by phone (Personal Tutor) or when
Student is in the center (Receptionist and Personal Tutor).
Goal: All Students on
the report booked into Encounters by
the end of the week.
Active To Book report: Provided monthly (at the beginning of the third calendar week). Service Manager manages workflow.
Service Manager: Assigns specific task to individual staff members. Checks progress daily. Reviews success and potential challenges with Reception and in individual weekly meetings with Personal Tutors.
69
Action Action Details How do I know
when to do this? When? Who? Supervision
Inactive Student Follow-Up
Contact all Students on the report by phone to encourage them to return to the center to continue their course Possibly arrange Advising Session to review recommended study habits and get Student off to a good
(second) start. Set fixed appointment (Student is more likely to come back if they have made an appointment).
Service Manager: Sets specific time period for this campaign. Assigns specific task to individual staff members e.g. Contact 20 Students from this report.
Checks progress daily. Reviews success and challenges with staff.
Inactive Students with little time left Follow-Up
End of Course Inactives report: Provided monthly (at the beginning of the second calendar week). Service Manager manages workflow.
Monthly: In the second week of the month.
Receptionist
Service Manager: Assigns specific task to individual staff members e.g. Contact 20 Students from this report.
Checks progress daily. Reviews success and challenges with staff.
70
Action Action Details How do I know
when to do this? When? Who? Supervision
Booking Renewal Appts. (Personal Tutor)
Monthly: In the first week of the month.
Personal Tutor
Service Manager: Assigns specific tasks to individual Personal Tutors e.g. Book ten Renewal appointments by the end of your shift. Checks progress daily. Reviews success and challenges in individual weekly meetings with Personal Tutors. Provides feedback to Center Director on how many Renewal appointments were booked.
71
Action Action Details How do I know
when to do this? When? Who? Supervision
Booking Renewal Appts. (Consult.)
Contact all Students on the report to book Renewal appointment.
Renewables—Sales report: Provided monthly (at the beginning of the first calendar week). Shows all Students who couldn’t be booked into Renewal appointments by Personal Tutors in the previous month (grouped by Consultant).
Center Director: Receives copy of the Renewables—Sales report from Service Manager. Provides report sections to individual Consultants. Checks progress daily. Checks full Renewal appointments. Reviews success and challenges in weekly Sales meeting and in individual daily meetings.
Advising Sessions
Upon request of Student and/or when it is recognized that Student needs specific didactic assistance.
As required Personal Tutor
Service Manager: Reviews number of Advising Sessions done via the D1. Reviews Students’ concerns with Personal Tutors in individual weekly meetings.
72
Client Fidelity Plan Actions—Participant B
Action Action Details How do I know
when to do this? When? Who? Supervision
First Level Follow-Up
Check whether each Student is active and has booked an Encounter. If Student is not active, call Student. If Student is regularly active but has not booked an Encounter, contact Student (by phone or when Student is in the Center) and book next Encounter.
First Level Follow Up report: Provided weekly by Service Manager. Each Personal Tutor receives the report for their Students.
Weekly Personal Tutor
Service Manager: Supervises via weekly meetings with individual Personal Tutors and informally on a day to day basis.
First Lesson Interview
First Lesson booking. When the Consultants book a First Lesson for a Student, they schedule the First Lesson Interview in their agenda.
Consultant
Center Director: Supervises via Consultant’s agenda and daily and weekly meetings with Consultant.
First Encounter Interview
Short impromptu meeting with Student. Opportunity to answer any questions, to establish Consultant as educational advisor. Opportunity to ask for Referrals.
First Encounter Booked report: Provided to Consultant by Service Manager/Center Director on a weekly basis Consultant schedules the First Encounter Interview in their agenda based on the information in the report.
Center Director: Receives copy of First Encounter Booked report from Service Manager. Supervises via daily and weekly meetings with Consultant.
73
Action Action Details How do I know
when to do this? When? Who? Supervision
End of Level Advising Session
Booked into SSDS by Receptionist or Personal Tutor when Student completes Level.
Personal Tutor
Service Manager uses the End of Level report to check that End of Level Students have either already completed or have scheduled an Advising Session.
End of Level Interview
At the end of each Level, Consultant meets with Student: To reinforce the didactic feedback given by Personal Tutor. To answer any questions. To ask for Referrals. To establish Consultant as educational advisor who is interested in Student’s progress (extended needs analysis for Renewal process).
Booked into Consultant’s agenda by Personal Tutor at the end of the End of Level Advising Session.
Center Director: Receives copy of End of Level report Supervises via daily and weekly meetings with Consultant.
Active Student Follow-Up
Monthly: In the third week of the month, not every week.
Personal Tutor/ Receptionist
Service Manager: Assigns specific task to individual staff members. Checks progress daily. Reviews success and potential challenges with Reception and in individual weekly meetings with Personal Tutors.
74
Action Details How do I know
when to do this? When? Who? Supervision
Inactive Student Follow-Up
Inactive report: used three to four times a year. Plan Reactivate campaigns for after slow time periods (Christmas/Ramadan/Chinese New Year/ summer vacation period). Service Manager manages workflow.
Three to four times a year only.
Receptionist
Service Manager: Sets specific time period for this campaign. Assigns specific task to individual staff members e.g. Contact 20 Students from this report.
Checks progress daily. Reviews success and challenges with staff.
Inactive Students with little time left Follow-Up
Telephone all Students on the report to encourage them to continue their course in the Center. Report includes Students with three to four months until their end date so they can complete at least one more Level. Goal: Students return to the Center and complete one to two more Levels.
Service Manager: Assigns specific task to individual staff members e.g. Contact 20 Students from this report.
Checks progress daily. Reviews success and challenges with staff.
75
Action Action Details How do I know
when to do this? When? Who? Supervision
Booking Renewal Appts. (Personal Tutor)
Contact all Students on the report to book Renewal appointment with their Consultant. When possible, book when Student is in the Center. Where necessary, contact Students by phone.
Renewables report: Provided monthly (at the beginning of the first calendar week). Service Manager manages workflow
Service Manager: Assigns specific tasks to individual Personal Tutors e.g. Book ten Renewal appointments by the end of your shift. Checks progress daily. Reviews success and challenges in individual weekly meetings with Personal Tutors. Provides feedback to Center Director on how many Renewal appointments were booked.
76
Action Action Details How do I know
when to do this? When? Who? Supervision
Booking Renewal Appts. (Consult.)
Renewables—Sales report: Provided monthly (at the beginning of the first calendar week). Shows all Students who couldn’t be booked into Renewal appointments by Personal Tutors in the previous month (grouped by Consultant).
Monthly: In the first week of the month.
Consultant
Center Director: Receives copy of the Renewables—Sales report from Service Manager. Provides report sections to individual Consultants. Checks progress daily. Checks full Renewal appointments. Reviews success and challenges in weekly Sales meeting and in individual daily meetings.
Advising Sessions
Provide support and feedback if a Student has specific questions/ difficulties. Advise on recommended study habits.
As required Personal Tutor
Service Manager: Reviews number of Advising Sessions done via the D1. Reviews Students’ concerns with Personal Tutors in individual weekly meetings.
77
Analyzing Students’ Study Habits Complete and circle the appropriate information according to your Student and provide study advice in relation to
the Acquisition Cycle.
The Student’s Contract
Current Unit: ______________
Course phase: ○ First Level ○ Middle of course ○ End of course
In the Speaking Center
Lesson per visit <1 1 > 1
Lesson length <1hr 1-2hrs > 2hrs
Lesson Checkpoint /Exercise scores <70 70 >70
Repeat Lesson Checkpoints/Exercises YES NO
Lesson 3 completed before Encounter YES NO
Long absences YES NO
Time spent on: Not enough Sufficient Too much
Listen ○ ○ ○
Repeat ○ ○ ○
Read ○ ○ ○
Speak ○ ○ ○
Confirmation ○ ○ ○
In the Classroom
Encounters per month < 1 1-2 > 2
Complementary Class per Unit < 1 1 > 1
Social Club per Unit < 1 1 > 1
Diagnosis
__________________________________________________________________________________________
__________________________________________________________________________________________
Prescription/Study Advice in relation to the Acquisition Cycle
__________________________________________________________________________________________
__________________________________________________________________________________________
78
Advising Session Observation Form
Personal Tutor: Center:
Date: Time:
Observer: Student Level:
Preparation
1. Study Habits analyzed with SPP/SSR
2. Diagnosis established
3. Clear solution identified
4. Advising Session area clean and tidy
Feedback
________________________________________________________________________________________________
________________________________________________________________________________________________
Questioning
1. Warm-up questions
2. Questions regarding course so far
Feedback
________________________________________________________________________________________________
________________________________________________________________________________________________
Listening
1. Active listening
2. Open and closed follow-up questions
3. Took notes (when appropriate)
Feedback
________________________________________________________________________________________________
________________________________________________________________________________________________
79
Empathize/Investigate
1. Showed empathy
2. Asked questions to get more information
Feedback
________________________________________________________________________________________________
________________________________________________________________________________________________
Solution
1. Involved Student in finding solution
2. Agreed on a plan of action with the Student
Feedback
________________________________________________________________________________________________
________________________________________________________________________________________________
General
1. Language graded according to Student’s Level
2. Application of concept questions
3. Eliciting techniques
4. Used Acquisition Cycle
5. Reinforced the role of the Personal Tutor
6. Low-anxiety environment
7. Re-established personal and professional motivation
8. Effectively delivered in 15 minutes
Feedback
________________________________________________________________________________________________
________________________________________________________________________________________________
Overall Comments
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
80
Teacher Job Description
Based on the training received, how would you describe the role of Teacher?
Key Words
1. What key words remain with you from the training that you associate with your role as a Teacher?
_________________________________________________________________________________________
_________________________________________________________________________________________
Briefing
2. How would you summarize your role?
_________________________________________________________________________________________
_________________________________________________________________________________________
Reporting
3. Who do you report to?
_________________________________________________________________________________________
_________________________________________________________________________________________
Responsibilities
4. What will you teach?
_________________________________________________________________________________________
_________________________________________________________________________________________
5. What main tool will use to implement the Wall Street English Method when giving Students study advice?
_________________________________________________________________________________________
_________________________________________________________________________________________
6. What techniques are required to ensure the classroom is an interactive and dynamic learning environment?
_________________________________________________________________________________________
_________________________________________________________________________________________
7. What’s your role in guaranteeing that Students are successfully acquiring the language appropriate to their
Unit?
_________________________________________________________________________________________
_________________________________________________________________________________________
Administration
8. What administration will you need to do?
_________________________________________________________________________________________
_________________________________________________________________________________________
82
Teacher Job Description
Overview
As a Teacher, you form part of the Service Team at Wall Street English, being jointly responsible for the educational
success of the Students. You contribute to the Students’ learning by preparing and teaching fun, interactive, and dynamic
classes. You, along with the other Teachers, guarantee that the Student is successfully acquiring English appropriate to
their Unit throughout their course. You are charged with providing Students with motivation and feedback as they progress
through their studies.
The Teacher reports to the Service Manager.
You will meet with the Service Manager on a weekly or biweekly basis, and you may be asked to attend ongoing training
and skills development seminars.
Duties and Responsibilities
Teaching and Implementing the Wall Street English Method
You work primarily in the classrooms, where you implement the Wall Street English Method to facilitate a suitable
atmosphere for your Students to learn successfully. Your specific teaching duties are:
Encounters
Complementary Classes
Social Club Activities
In-Company Classes (optional)
Class preparation
Provide feedback and motivation at the end of classes in accordance with the Method and Acquisition Cycle
Student Management
As a Teacher in WSE, you have the unique privilege of seeing the results of the Students’ study with the Wall Street English
Method in the various classes they attend. Students refer to you for advice as they consider you as the real expert on
learning. This responsibility is considerable and you manage their learning by:
Authorizing whether or not the Student continues to the next Unit at the end of each Encounter. If the Student has
not successfully acquired the target language, you support the Student in booking a repeat Encounter
Entering the results of the classes into SSDS
Holding special responsibility for contributing to referrals and renewals as a result of the educational success and
satisfaction of the Students
83
Center Image and Maintenance
To ensure the professional image of the Center and of your post, you are expected to:
Maintain class materials
Clean whiteboards after use
Place chairs under tables in classrooms
Remove any litter after class
Other Duties
You may be asked to cover Reception or the Speaking Center when required.
Observations and Evaluations
You will both be observed and evaluated formally by your Service Manager. The observations are programmed as follows:
First year: Initial Training: One Encounter
Week 2: Two Encounters
Week 3: One Encounter
One Complementary Class
Week 4: One Encounter
One Social Club Activity
Trial Period: One class (of the above) a month
Post Trial: One class (of the above) a quarter
Veteran staff: One class (of the above) every six months
The evaluations follow a similar schedule:
First year Trial Period: One before of the trial period
Post Trial: Once a quarter after the trial period
Veteran staff: Once every six months.
Qualifications, Skills, and Requirements
As a Teacher at Wall Street English, you satisfy the following characteristics:
Native or bilingual speaker of English
University degree
CELTA or equivalent certification
Willingness to learn and develop professionally
Dedicated and dynamic within a team environment
Inspiring and supportive to Students
84
Staff Observations
Introduction
Observations are an important part in evaluating how you are developing in terms of the skills you have been trained in.
Your Service Manager will use the results of the observations during your performance appraisals. Observations help your
Service Manager to:
Congratulate you on skills you are strong in.
Provide guidance on skills you need to improve.
Identify areas that you may need re-training in.
Ensure that quality service is maintained.
Show Students that there is a control in service quality.
You may feel nervous during an observation. However, be aware that everyone is nervous at first and that with time
Teachers often look forward to observations. Remember that this is a moment when you get undivided attention and
professional feedback from your Service Manager.
When you are in your trial period it is important to remember that skills development and confidence in your position and
responsibilities will be a learning process. The key goal of an observation is to see progress rather than perfection.
The self-reflection process in feedback is often as important, if not more so, than the feedback on the class itself. All
Teachers (Personal Tutors and Teachers) will occasionally give a poor class. In this instance it is crucial that you are able to
identify why the class was not successful and what and how you would do this class differently.
Guidelines for Observations
Observations are scheduled according to the following guidelines:
First year: Initial Training: One Encounter
Week 2: Two Encounters
Week 3: One Encounter
One Complementary Class
Week 4: One Encounter
One Social Club Activity
Trial Period: One class (of the above) a month
Post trial: One class (of the above) a quarter
Veteran staff: One class (of the above) every six months
85
Before the Observation
Your Service Manager will always inform you in advance of any observation. Ensure that you have a lesson plan to show
your Service Manager as this will provide a useful basis for discussion.
Feedback after the Observation
After the observation, your Service Manager will spend approximately 30 minutes with you to discuss the class. This is your
opportunity to talk about your feelings on the class: how well it went, what areas you would improve upon, and what areas
you did well. Your Service Manager will provide you detailed feedback and suggestions for professional development. To
help you for this feedback session, you need to complete the Teaching Self-Evaluation Form. In addition, you need to reflect
on and write about the observation in your Journal.
86
Staff Performance Appraisals
Introduction
Staff evaluation is an on-going process, taking place informally every day in the Center. However, formal performance
appraisals are essential in order to assess, motivate, and assist your professional development. Your Service Manager will
maintain and regularly update your professional file that includes observations, details on any training or seminars that you
have undertaken, and performance appraisals.
A performance appraisal is when your Service Manager devotes time to discuss your professional development, reviewing
your progress and providing guidance on continuous improvement. You will be notified in advance of the day and time of
your performance appraisal so you can effectively prepare the areas that you would like to discuss with your Service
Manager. Performance appraisals are key to:
Assess performance during a trial period
Motivate
Plan and discuss professional development
Discuss professionalism and working attitude
Resolve any concerns that you or the Service Manager may have
Discussion Areas in Your Appraisal
Your Service Manager and you may discuss some of the following areas in your appraisal:
Objective Task Personal Tutor Teacher Receptionist
Teaching
First Lesson
Second Lesson
Teaching Techniques
Class Observations
Client Fidelity Plan
Contribution to Internal Revenue
Advising Sessions
Booking Techniques
Phone Call Techniques
Atmosphere
Contribution to English Learning Environment
Level of English
87
Preparing for the Performance Appraisal with SWOT
Strength Weaknesses Opportunities Threats (SWOT) is an analysis tool that helps you to prepare for your performance
appraisal. It is a guide for you to focus on the areas such as those illustrated in the previous table to reflect on tasks in your
job that you feel you are confident with and areas they you feel you may need further support in. If you are a Personal Tutor
or Teacher your Journal can be a very useful tool for reflection when preparing a SWOT on yourself.
Definition of Categories
Strengths
Your Strengths are the areas in which you perform well and excel.
Weaknesses
Your Weaknesses are the areas in which you feel you need to improve and develop.
Opportunities
Opportunities are external factors that help you achieve your aims. They may include professional growth and extra
responsibilities you would like to be involved in. Questions you should think about when completing this section:
Is there further development, training, and support available to help you work on your weak areas and how will you,
your Students, and your Center benefit?
What kind of goals would you like to set for yourself on a professional level? What do you feel you need from your
Service Manager in order to achieve these goals?
Threats
Threats are obstacles that could prevent you from performing well. These could range from family or health issues to
cultural acclimatization, or even environmental ones.
Guidelines for Performance Appraisals
The evaluations are programmed as follows:
First year: Trial Period: One before end of the trial period
Once a quarter after the trial period
Veteran staff: Once every six months.
88
Teacher Journal
An Introduction to the Journal
Who dares to teach must never cease to learn.
John Cotton Dana, Influential Librarian (USA)
Keeping a journal of your experience as a Teacher of English as a Foreign Language is a great way to begin your
journey of self-development. Your Journal is a notebook in which you record your lesson plans, reflections on
classes, observations and feedback, and general reflections about your English language teaching experiences.
This should be your creative workbook, which you can personalize as you wish.
Your journal could be divided into the following areas:
Reflections on Your Classes
Reflections on Your Students
Reflections on Your Development as a Teacher
Lesson Plans
Observations and Feedback
Keep your Journal up to date and include all your lesson plans so that you can edit and refer to them in the future.
Record all observations done by your Service Manager or colleagues as a way to help you with your reflections
on your teaching. Share your Journal with your colleagues and your Service Manager so that they can benefit
from your creative ideas and learning process, and you from theirs.
90
Journal Reflection Tasks
A. Reflections: Self Evaluation and Self-Development
Learning takes place through cycles of action and reflection:
Below there are some tasks that you can use to analyse your classes, Students, and development as a Teacher.
A.1 My Lesson Plan
What happened according to plan?
What didn’t happen according to plan?
What will I change in my lesson plan for my next class?
How will I change my plan?
A.2 My Personal Aims
My personal aims were…
To what extent were my personal aims achieved? Indicate by putting a cross on the line:
If my personal aims were mostly achieved, what evidence do I have?
If my personal aims were not achieved, why weren’t they?
0% 100%
91
A.3 My Lesson Aims
My lesson aims were…
To what extent were my lesson aims achieved? Indicate by putting a cross on the line:
If my lesson aims were mostly achieved, what evidence do I have?
If my lesson aims were not achieved, why weren’t they?
A.4 Significant Events in the Lesson
The significant event in my lesson was…
What I learned from this event is…
I will take this into consideration for future classes by…
A.5 Highlights in the Lesson
Complete the sentences for the key highlight(s) in your lesson:
The highlight of my lesson was…
This happened during the… activity.
At the moment of the highlight I was…
At the moment of the highlight my Students were…
A. 6 Reflections on Your Students
Did I find out what sort of learners my Students were?
Did I apply a variety of techniques to ensure their success: visual (board/flashcards), auditory (variation in
the range/pitch of voice), body language, movement (moving around)?
Did my Students’ expressions and reactions reflect a sense of achievement/satisfaction/frustration/
confusion/boredom? Did my way of communicating with them influence this? How did my communication
style influence this?
During the lesson, did I learn more about my Students’ learning styles? Are there any tips that I would like
to write down for future lessons? (The more I know my Students, the more I can help them to be
successful.)
B. Reflections on Your Development as a Teacher
B.1 Self-Development
Have you read any interesting Teaching Journals lately?
If so, what were three key points you remember from your reading?
How am I developing as a Teacher?
What are my strengths as a Teacher?
What areas do I need to improve as a Teacher?
0% 100%
92
B.2 Sharing and Developing with Suggestions from Colleagues
At times you may be uncertain about a language point, a class activity, or just in need of a fresh approach to an
activity. Share and exchange ideas with colleagues and seek their support and involvement in your self
development.
I was unsure about the language function point…. My colleague clarified that it means…
I was unsure about how to set up my classroom for… activity. My colleague suggested…
I was unsure how to elicit… My colleague suggested…
The activity… is often repetitive when I do it. My colleague suggested I try…
B.3 Trying Something New
This week I experimented with…
B.4 Most Satisfying Moment
My teaching highlight of the week was…
My Student highlight of the week was…
B.5 Observation and Feedback from Service Manager and Colleagues
Observation is an important process of development. Reflect on your observation in detail.
Before my class I felt…
During my class I felt…
After feedback I felt…
Three key points I learned from the feedback were…
According to the feedback I will change my lesson plan by…
Was the feedback from your observer fair and balanced?
Did the feedback match your self evaluation of your class? If so, how? If not, why?
B.6 Audio or Video Playback
Often when we teach it is challenging to recall the lesson in detail. Try recording your class or getting a colleague
to film it. When you are listening to/watching the playback, ask yourself:
Does the class sound fun?
How natural is my language?
Were my instructions clear?
How well did I grade my language?
How was my Teacher Talking Time (TTT)? Put a cross on the line to indicate the percentage of TTT:
0% 100%
93