English Banana.com Schools Documents you will Find in an English Teacher’s Course File To create an English Teacher’s Course File you will need: x1 large lever arch file x20 coloured d
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How to Run Your Own English Course
36 Essential Documents for Planning and Running Your Course
by Matt Purland
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Contents
How to Run Your Own English Course
36 Essential Documents for Planning and Running Your Course
i About English Banana.com Schools
ii Documents you will Find in an English Teacher’s Course File
iii English Banana.com Schools – Press Release (07.05.07)
Before the Course Starts
1 Have a burning desire to teach English
2 Study, train and gain a teaching qualification
3 Plan the course
Scheme of Work – Beginner & Elementary Classes
Scheme of Work – Intermediate Class
Lesson Plan – Page 1
Lesson Plan – Page 2
4 Let students know about the course
Promotional Class Poster 1
Promotional Class Poster 2
Promotional Class Poster 3
Promotional Class Poster 4
5 Employ one or more teachers (if applicable)
Job Description – English Teacher
Application for Employment
Overtime Claim Form
Expenses Claim Form
Leave Request Form
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Contents
6 Begin enrolment of students
Student Enrolment Form
7 Perform initial assessment with students
Initial Assessment – Reading & Writing – Page 1
Initial Assessment – Reading & Writing – Page 2
Initial Assessment – Reading & Writing – Page 3
Initial Assessment – Speaking & Listening
Initial Assessment – Reading & Writing – Marking Guide & Key
Student Self-Assessment Form
8 Put students into classes according to their level
Quick Reference Form – Students
9 Negotiate an individual learning plan with each student
Individual Learning Plan – Learning Agreement
Individual Learning Plan – Activity Record
10 Run the induction session/s
Student Induction Form
Name Badges / Stickers
How to Get Here – School Map
Class Rules
During the Course
11 Keep a record of attendance
Class Register
Class Attendance Chart
12 Get feedback from students about the course
Feedback Form – During the Course
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14 Observe your teachers in action in the classroom
Teaching & Learning Observation – Report
Teacher’s Post-Observation Self-Evaluation Form
15 Withdraw students from the course – e.g for non-attendance
Withdrawal / Completion Form
At the End of the Course
16 Get final feedback from students about the course
Feedback Form – End of Course
17 Withdraw the rest of the students from the course
Withdrawal / Completion Form (as above)
18 Perform examinations with students and arrange for certification
Certificate of Achievement 1
Certificate of Achievement 2
19 Spend time evaluating the course
Course Record Form
Teacher’s Evaluation – End of Course
20 Breathe a big sigh of relief!
(Then start planning your next course…!)
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as well as keep sufficient records Some of the documents are self-explanatory, e.g the Class Posters or the Teacher’s Expenses Claim Form, while others have detailed notes, e.g the Lesson Plan and Schemes of Work Simply click [info] beside a document name to find out more about it If you are unsure about how to use any of the documents, please feel free to get in touch via the contact page on our website If you feel that we have missed something glaringly obvious – or made an unforgivable error – or if there is a form or document that you would really like us to include in a future edition of this pack, please do not hesitate to contact
us We’d love to hear from you!
Levels:
We have created materials that can be used for courses at three distinct levels, because the free teaching materials on English Banana.com are largely aimed at these levels
The levels are:
Beginner – from students with absolutely no knowledge of English or the alphabet
(zero-beginners) to students who are starting to form basic sentences and who know survival English
Elementary – students who are quickly improving and learning more vocabulary week in
week out, and who are able to confidently make simple sentences They can attempt to make complex sentences, but are still making a lot of mistakes in all areas of the language
Intermediate – these students have overcome all the basic difficulties of learning the English
language and are starting to branch out in their reading, writing, speaking and listening by experimenting with more difficult vocabulary and longer, more complex sentences Mistakes happen, but they occur less frequently than at Elementary level and students are able to interact confidently in English in a wide range of social situations
Logo and Copyright Text:
We hereby give you, the end user, licence to adapt the Word doc documents so that they meet your needs You can even delete the headers and footers and add your own logo and/or school’s information, rather than retain the generic “English Banana.com Schools” logo and copyright notice
What was the inspiration behind the English Banana.com Schools project?
We started to think about creating these materials after reading some of the feedback that we got during a recent Free CD-ROM promotion For about six weeks early in 2007 we gave away free copies of our latest CD-ROM – the ELT Resource Bank – to dozens of visitors who each emailed us with their name, address and why they wished to receive a copy
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About English Banana.com Schools
local schools around the world, including courses being run in teachers’ homes and in other informal settings
The materials in this pack are aimed particularly at teachers who have few resources of their own or who haven't undergone formal training in how to plan, structure and administer an English course We were really inspired by some of the emails we received One that stood out was from Evelyn Peralta, writing from the Dominican Republic Her email is the first one included below
We thought that as well as providing hundreds of free printable worksheets for lessons on our website, we could also create and add to the site all the forms and peripheral paperwork that
a teacher would need to keep records, plan and deliver an English course This is the primary aim behind the English Banana.com Schools project
Below are some of the emails that inspired us to think about starting this project Thanks to everybody for writing in – we really value your contribution !
Evelyn Peralta from Santo Domingo in the Dominican Republic wrote:
“I’m teaching English for free to a group of teenagers that are my kids’ friends As they cannot pay for it, and I want to teach my kids, I decided to create an ‘English Club’ for ten of them I prepare the lessons myself but it’s hard for me, because I have to do it at night and in my lunch time As I have a full-time job I use the internet in my lunch time to find things that can help me with the lessons I found this site precisely looking for ‘free printable pairworks and exercises’ Please let me know if I can count on you.”
A Lafridi from Casablanca in Morocco wrote:
“First of all I liked your material on the ’net very much I would like to improve my teaching performance by introducing novelty to my classroom teaching material But unfortunately my salary does not allow me to buy your CDs I would be grateful if you could send me free copies.”
Marina Maykova from Odessa in the Ukraine wrote:
“I have been a teacher of English for 25 years The situation in my country as well as in my pocket is rather grave The teacher’s salary is about one hundred US dollars a month I do all
I can to make my lessons exciting and spend a lot on xeroxes and paying for the internet
to be able to download some new things I would appreciate your assistance Thank you in any case.”
Emoke Jakab from Szekesfehervar in Hungary wrote:
“The starting wage of a young teacher is quite low and it would be very difficult for me to buy it [the ELT Resource Bank] I teach English and Music and I’m sure your resources could help
me a lot After covering all the necessary expenses I have some money left, but that's only enough for books in one month, food the next month, clothing the following month I’m really looking forward to receiving your CD-ROM, because I think it contains great exercises, funny games – educational materials that children would simply love to use in the classroom Thank
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About English Banana.com Schools
you in anticipation.”
Perrine Lejeune from Beauraing in Belgium wrote:
“I have just started teaching English and haven’t got a lot of teaching material It would be very helpful for me.”
Rossana Benedetti from Palmares do Sul in Brazil wrote:
“In this little and poor community of southern Brazil we wish to introduce the English as a second language Improving, this way, the quality of our education I represent a group of educators that teaches poor people, freely We want to include English in our classes.”
We hope that you will find the materials in this pack really useful If you would like to tell us what you think of them, or suggest documents that we could include in a future edition, please
do get in touch via the contact page on our website
Happy course planning!
English Banana.com Team, July 2007
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Documents you will Find in an English Teacher’s Course File
To create an English Teacher’s Course File you will need:
x1 large lever arch file
x20 coloured dividers
Tip: put the material for each heading behind a different coloured divider
(INCL) = document is included in this pack
Register & Group Profile
Register (INCL)
Class Attendance Chart (INCL)
Temporary Register (OPT)
Student Enrolment Forms (INCL)
Course Record Form (including Group Profile) (INCL)
Quick Reference Form – Students (INCL)
Correspondence with Employer
Teacher’s Timesheet(s) (OPT)
Information for teacher – e.g staff hierarchy, how to get paid, hours, salary, overtime, etc
(OPT)
Payroll Claim Forms (OPT)
Teacher’s Letter of Appointment (OPT)
Teacher’s Contract (OPT)
Other correspondence from employer to teacher (OPT)
English Teacher’s Job Description (INCL)
Application for Employment (INCL)
Overtime Claim Form (INCL)
Expenses Claim Form (INCL)
Leave Request Form (INCL)
Correspondence with Students
Letter-Headed Paper (INCL)
Compliments Slips (INCL)
Letter Regarding Non-Attendance (INCL)
Scheme of Work (at the appropriate level/s)
Scheme of Work – Beginner and Elementary Classes (INCL)
Scheme of Work – Intermediate Class (INCL)
Lesson Plans
Lesson Plans (with evaluations completed) (INCL)
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Documents you will Find in an English Teacher’s Course File
A copy of every worksheet or resource used in every lesson (OPT)
List of materials and websites used in lessons (for future reference) (OPT)
Lesson Observations
Teaching & Learning Observation – Report (INCL)
Teacher’s Post-Observation Self-Evaluation Form (INCL)
ILPs (Individual Learning Plans)
Individual Learning Plan – Learning Agreement (INCL)
Individual Learning Plan – Activity Record (INCL)
Completed ILP for each student
Sample ILP/s (OPT)
Initial Assessments
Initial Assessment – Reading & Writing – Page 1 (INCL)
Initial Assessment – Reading & Writing – Page 2 (INCL)
Initial Assessment – Reading & Writing – Page 3 (INCL)
Initial Assessment – Speaking & Listening (INCL)
Initial Assessment – Reading & Writing – Marking Guide & Key (INCL)
Initial Assessment Forms (completed by students and assessed)
Student Self-Assessment Forms (INCL)
Course Induction
Student Induction Form (INCL)
Name Badges / Stickers (INCL)
How to Get Here – School Map (INCL)
Class Rules (INCL)
Diagnostic Assessments
Diagnostic Assessment Forms (completed by students and assessed) (OPT)
Note: a diagnostic assessment is a further skills test which is given to a student, if required, after the initial assessment and after they have started the course Its aim is to provide the teacher with further information about the student’s skills, as well as to test for special
learning needs, e.g a dyslexia need Various diagnostic assessments are available, but at present there isn’t one included in this pack
During the Course
Withdrawal / Completion Form (INCL)
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Documents you will Find in an English Teacher’s Course File
IAG (Information, Advice & Guidance) / Student Support
IAG – Referral Forms (OPT)
IAG – Scheme of Work (OPT)
IAG – Lesson Plans (OPT)
Course Information
Advertising Material (OPT)
School / Course Brochure (OPT)
Class Poster 1 (INCL)
Class Poster 2 (INCL)
Class Poster 3 (INCL)
Class Poster 4 (INCL)
Examinations
Information about examinations (for students) (OPT)
Practice Assignments (OPT)
Tapes / CDs / mini-discs for exams (blank) (OPT)
Live Assignments (OPT)
Certificate of Achievement 1 (INCL)
Certificate of Achievement 2 (INCL)
Progression Routes
Diagram of progression routes for students (at all levels) (OPT)
Course Brochures (for other schools/colleges/universities) (OPT)
End of Course
Withdrawal / Completion Form (INCL)
Evaluations
Feedback Form – During the Course (INCL)
Resources Questionnaire (INCL)
Feedback Form – End of Course (INCL)
Teacher’s Evaluation – End of Course (INCL)
Course File Document Checklist [this document] (INCL)
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English Banana.com Schools – Press Release (07.05.07)
Feel free to copy, distribute or quote from the following press release!
[Start of press release]
Website launches new resource for English teachers worldwide
Derby, United Kingdom May 7, 2007
Popular English teaching site www.englishbanana.com launches its new ‘English
Banana.com Schools’ project in May 2007, which is aimed at making life easier for English teachers around the world
The website, based in Derby, UK, currently gets 1.3 million page views per month from users
in over 140 different countries It was founded in 2002 by English language lecturer Matt Purland
Matt says: “Our site already offers more than 750 free photocopiable worksheets for learning English that teachers can print off and use It’s all free to access, and they don’t need to register We decided this year to provide a range of blank forms and templates that teachers can also print and adapt, enabling them to build their own English courses from scratch, without having to spend a lot of time and money either buying in or developing their own materials.”
The new materials include staple forms that every English teacher has to either find or make themselves in the course of their daily teaching life, such as: ILPs (individual learning plans), blank lesson plans, initial assessments and schemes of work at different levels By using the materials provided for free on English Banana.com, teachers can spend less time making their own templates – by doing so reinventing the wheel – and more time working with their students The materials are provided as both pdf and Word doc files, so that they can be easily adapted There is also a support forum where teachers can ask questions, make suggestions and swap ideas
Matt says: “This project is a result of feedback we’ve been getting recently from visitors to the site It became very clear that there was huge interest in gaining access to free materials that would support local schools around the world, including courses being run in teachers’ homes and in other informal settings One of the emails that inspired us was from a teacher named Evelyn Peralta, from the Dominican Republic She wrote:
“‘I’m teaching English for free to a group of teenagers that are my kids’ friends As they cannot pay for it, and I want to teach my kids, I decided to create an ‘English Club’ for ten of them I prepare the lessons myself but it's hard for me, because I have to do it at night and in
my lunch time As I have a full-time job I use the internet in my lunch time to find things that can help me with the lessons Please let me know if I can count on you.’”
As the website continues to receive requests for help from teachers like Evelyn all around the world, Matt hopes that the ‘English Banana.com Schools’ project, along with all the other resources that are freely available on the English Banana.com website, will go some way towards supporting educators like her, who are going out of their way to improve the lives of their students
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Before the Course Starts
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Scheme of Work – Beginner & Elementary Classes – Information Page
The scheme of work for Beginner and Elementary classes is a syllabus for a 10 week ESL (English as a Second Language) course It could also be used just as easily for an EFL (English as a Foreign Language) or ESOL (English for Speakers of Other Languages) course The course is split into ten weekly sections with a different topic each week, e.g in week 2 it’s
“My friends and my family” There are different grammar and vocabulary topics each week, and different social themes are explored The grammar, vocabulary and social themes are intended to complement one another For example, in week 3 one of the grammar topics is
“prepositions of time” and one of the vocabulary topics is “telling the time”, while students could practise this topic by using one of the social English (communicative) topics such as
“booking a flight online” or “asking ‘What’s the time?’”
The scheme of work is structured so that many of the most useful and common themes covered in ESL courses are encountered over the ten weeks The document is flexible and you can alter, add, or subtract from the topics as you wish For example, if you wish to cover
“adverbs of frequency” in week 3 rather than week 5 – bring it on!
This document is intended to be a starting point and it’s up to you to make it workable for your classes and your situation For example, you may be teaching a 30 week course, in which case you will have longer to cover all the topics in the three areas (grammar, vocabulary and Social English), and you may want to add more of your own topics The reverse is also true If you are teaching a shorter course, you may want to radically prune this scheme of work so that just the basics/key topics remain It’s up to you, and you are able to rewrite to your heart’s content by adapting the Word doc version of the scheme of work included in this pack You can even remove our logo and copyright info in the header and footer and insert your school’s logo or your own
A Note on the Levels:
We thought about writing a separate scheme of work for Beginner and Elementary levels, but thought against it as most of the same topics will be covered in both levels, but in different ways A Beginners’ course will focus more on survival English and look at each topic in less detail than an Elementary course, whereas during an Elementary course the focus will be on consolidating knowledge and vocabulary already discovered and preparing the ground for students to be able to encounter more complex tenses and language structures
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Scheme of Work – Beginner & Elementary Classes
1 Introductions verb to be – positive, negative & question
forms possessive pronouns: my, your polite function words: yes please, no thanks articles
this / that these / those
greetings and introductions personal information alphabet – upper and lower cases alphabetical order
numbers 1-30 everyday objects classroom words (meta-language) &
objects
writing a postcard focus on study skills reading and listening to English every day – newspapers, magazines, internet,
me, you, him, her – object pronouns punctuation marks
family and friends describing people jobs
daily routines days, months and seasons simple common verbs using a dictionary
introducing people meeting people you don’t know using a calendar
looking for a job
trip to a local museum
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Scheme of Work – Beginner & Elementary Classes
3 Out and about telling the time: it's
there is / there are
I would like
can, can't prepositions of time giving and asking for directions
countries, nationalities & languages numbers 31-200
phone numbers ask about travel plans transport
going on holiday booking a hotel telling the time time phrases
asking “What’s the time?”
taking your driving test buying a bus / train ticket booking a flight online informal conversations
word order in sentence building possessive pronouns: his, her, its, our, their would you like ?
home and garden different types of accommodation furniture
ordinal numbers 1st-10thsimple conjunctions possessions
reading a utility bill writing a cheque / other payment methods
looking for a place to live home shopping – using the internet and catalogues
writing a short email
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deciding how to spend the weekend
at the swimming pool / gym
evening trip to a concert or exhibition
6 Hit the shops! have you got? / I have got / She hasn’t got
etc
some / any prepositions of place how many? / how much?
do / does ? Questions with auxiliary verbs singular / plural nouns
countable / uncountable nouns
going shopping places in a town everyday signs and notices food and drink
money buying food
returning items to a shop
at the cinema
in a café / restaurant
trip to a nearby town / place of interest
there was / were past simple – be, go, do, have
health parts of the body more common verbs
registering with a doctor registering with the job centre / council tax office
attending appointments and interviews
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Scheme of Work – Beginner & Elementary Classes
completing simple forms
at the doctor’s / dentist’s / hospital
8 Special
present simple or continuous?
comparative adjectives + than adverbs: slowly, quickly, etc
future plans with "going to"
revision of previous topics – recapping and consolidation
the weather making plans for a celebration order in a restaurant
more adjectives accepting / declining invitations comparative and superlative adjectives develop vocabulary building skills dates with ordinal numbers clothes
9 Future plans future plans with "will"
future plans with "want to"
intensifiers – too / really / completely
etc
hopes and fears for the future short and long term goals
maybe / I think so / I hope so
future learning options keeping a diary planning education goals
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Scheme of Work – Beginner & Elementary Classes
revision of previous topics – recapping and consolidation
end of course party – organised by the students
practice listening tests individual tutorials revision of previous topics – recapping and consolidation mock exam/s
exam/s
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Scheme of Work – Intermediate Class – Information Page
This scheme of work is an outline for a 10 week course at Intermediate level It doesn’t specify how many hours per week – that depends on your teaching situation In our
experience we would suggest around 6 hours of directed teaching (guided learning hours) per week, which would make this course a 60 hour course But the scheme of work is designed to
be flexible, so that you can make the course longer or shorter, depending on the needs of your teaching situation
You can, of course, alter, add or subtract anything from the scheme of work to make it more relevant to your class For example, in week 8 we have suggested the vocabulary topic of
“going on a date/getting married” One or the other of these topics may be more suitable or interesting for your students – or neither!
This scheme of work is quite a departure from the Beginner & Elementary one included in this pack The topics are designed to be significantly different from, and more advanced than, the earlier work that students will have covered and will introduce students to a range of new language structures, tenses and vocabulary areas One of the main differences is that the social English themes encourage students to embark on project work in small groups We have suggested a range of different projects, including “devise a magazine / newspaper” and
“make a short film”, but you can easily add your own ideas for projects that would be more suitable and stimulating for your class/es
On both schemes of work we have suggested that you take your students out for trips, e.g to
a local museum or concert Students always enjoy being together away from the confines of the classroom and trips such as these can really bring a group together and encourage a team spirit and bonding within the group – particularly at the beginning of a course, when you have a lot of new students who don't really know each other You may want to suggest other ideas for trips – it depends on what there is to do in your area, as well as your budget
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Scheme of Work – Intermediate Class
modal verbs: will / shall word order in sentence structure articles and nouns
International Phonetic Alphabet (IPA) word stress
sentence stress clothes
project work in groups:
• devise a magazine / newspaper
• write a short story collection
• charity work / fundraising
• organise a talent / variety night
homophones word collocation sport and leisure using adverbs writing for different purposes: letter, email, diary, report, assignment, etc
project work in groups
trip to a local museum / gallery
present perfect vs past simple modal verbs: must / mustn’t
rhyming words health and different lifestyles going to the doctor’s / dentist’s / hospital
project work in groups
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Scheme of Work – Intermediate Class
auxiliary verbs in question forms question tags
asking for and giving advice
quantity words – much, many, few, a lot etc
adverbials of time, manner, degree, frequency, etc
when and if first conditional zero conditional
formal and informal letter writing understanding discourse markers, e.g
well, right, er, OK, now, etc
develop a group role play careers advice
project work in groups
second conditional prepositions of place
hypothetical ideas global and local issues change vs staying the same the environment / pollution
project work in groups
project work – review
evening trip to a concert or exhibition
project work in groups
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Scheme of Work – Intermediate Class
defining relative clauses – e.g that, where, who, whose, etc
third conditional prepositions of time
errors made by native speakers of English; including short cuts and grammatical ellipsis, e.g “Saw Helen
interest
7 Different
people making comparisons – comparatives and superlatives
future – will, going to, will be –ing, will have done
adverbials of possibility – e.g perhaps, possibly, definitely, maybe
personality – differences between people
arguments and problems booking a holiday animals
project work in groups
phrasal verbs articles – a, an and the subject revision
using phrasal verbs famous inventions / famous firsts famous people
writing my autobiography going on a date / getting married personal relationships
problem pages – agony aunt / uncle
project work in groups
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Scheme of Work – Intermediate Class
classic books in the English language language used in English literature
project work – presentations
end of course weekend camping trip – organised by the students
practice listening tests individual tutorials revision of previous topics – recapping and consolidation mock exam/s
exam/s
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Lesson Plan – Pages 1 & 2 – Information Page
The lesson plan is used to plan the lesson – of course! It gives the teacher a chance to sit down and think about the lesson’s aims and objectives – what they want their students to learn from the lesson – before it actually begins It is also a useful document to show to managers and inspectors to prove that lesson planning takes place, which inevitably
increases the overall quality of the course No student likes a “thrown-together” lesson – and they can usually tell if it has been Similarly, no inspector likes a “last-minute” lesson, because
it shows that the teacher isn’t as interested as they should be in the “learning journey” being undertaken by each of their students A good lesson will follow a logical sequence during which learning can take place in stages The lesson plan helps a teacher to plan and put together these stages
Learning Aims:
The learning aims are what you want your students to have learnt by the end of the lesson
Two or three learning aims will be enough for a 2-3 hour lesson
Learning Objectives:
The learning objectives are how your students will achieve the learning aims For example:
Learning aim: be able to say the alphabet in order without prompts and pronounce each
letter correctly
Learning objective: practise saying the alphabet in pairs and with the whole group
You can go into more detail about the learning objectives – how your students will achieve the learning aims – in the activity section of the lesson plan
Differentiation:
This is just a note about how you are going to make the lesson relevant to members of the same class who have different abilities when practising different skills For example, you may have planned an activity which 80% of the class will complete at about the same time, while 10% will finish five minutes before (and have the right answers) and 10% will need help to complete the activity Have you got something planned (e.g an extension activity) for those who have finished early so that they don’t become bored, while you help the 10% who need help, before beginning the whole group answer/feedback session? Make a note of it here It just proves that you have thought about the varying needs of the students in your class
Assessment:
Write down briefly all the different ways that you will give feedback and assess what the students have done during your lesson It could be one-to-one feedback, group feedback, feedback on the board, marking, or peer-group assessment (where one student checks another’s work) Again, completing this section shows that you have considered the various methods of assessment open to you during the lesson, and that you are open to using a wide range of assessment methods, rather than always doing the same old thing
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Lesson Plan – Pages 1 & 2 – Information Page
Comments & Lesson Evaluation:
It’s good practice to take a few minutes after a lesson has finished to consider what went right and what went wrong What happened that was expected and went to plan, and what
happened that was unexpected? How did you deal with it? What could you do better next time? Lesson evaluations prove to your manager or an inspector that you are capable of improving your methods of working based on real experience of what happens in the
classroom In other words, that you have the potential inside you to grow and develop
professionally Every teacher’s experience will be different, so the lesson evaluations can, over time, build into a unique portfolio of evidence – a personal record of how you have learnt through your teaching practice – through the innumerable hours you have spent in the
classroom teaching hundreds of different learners – and improved in your job as a result It’s worth taking a few minutes to fill in the lesson evaluation section each time
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Lesson Plan – Page 1
Assessment Strategies:
Differentiation:
Learning Aims and Objectives:
After this lesson students will be able to
Lesson No
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It’s more fun than babysitting!
English Banana.com
School Place: Time: Contact:
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It’s fun to learn together!
English Banana.com
School Place: Time: Contact:
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Job Description – English Teacher
Job Information:
• Contract to teach English classes for _ hours per week
• The duration of the contract is: _ (months) / permanent / until _
• The salary is _ (per hour / per week / per month / p.a.)
• The overtime rate is _ (per hour)
Main Duties and Responsibilities:
1 To prepare and deliver quality English lessons for the agreed number of hours
2 To support students as they learn and help them to progress To enable students to achieve and exceed their learning goals
3 To keep records up to date (e.g class registers) and to complete administrative duties related to the role
4 To prepare students to take exams
5 To administer and supervise exams, if required
6 To enrol students onto courses and provide them with a quality induction programme
7 To carry out assessments with students, as necessary, including initial assessments and diagnostic assessments, and to maintain records relating to student attendance, achievement and progress
8 To maintain class discipline and ensure that students behave within the guidelines set out in the class rules
9 To adhere to all health and safety rules within the school and ensure that students adhere to them
10 To ensure that the school’s equal opportunities policy is adhered to
11 To take part in complaints procedures and disciplinary procedures as required
12 To take part in the positive promotion and marketing of the school and the courses offered To ensure that the good name and reputation of the school and courses are not damaged in any way
13 To report to your line manager any issues or problems that should arise during the normal course of duties
14 To assist the staff of the school with research and development into making
improvements to the school and courses
15 To take part in training courses to upgrade skills relevant to the job description as part
of a continuing development programme as agreed with your line manager
16 Other duties relevant to the job description, as required
Essential Skills:
1 A strong commitment to enabling students to achieve their learning goals
2 A comprehensive knowledge and experience of teaching English
3 A good level of education and teaching qualifications, including _
4 Excellent communication skills; the ability to communicate and work positively and constructively with people at all ages, levels and abilities, as well as from different races, religions and backgrounds
5 Self-motivation, reliability and flexibility, with a caring, student-focused attitude
6 Good administrative and organisational skills – a well-organised individual
7 The ability to work well under pressure and to meet deadlines
Desirable Skills:
1 IT literate; able to work confidently with Microsoft Office and the internet
2 Full driving licence and own transport
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Schools
Application for Employment
Contact Details:
Employment History (Start with current or most recent employment):
Driving Licence (Y / N):
Dates: Employer: Job Title / Description of Duties Salary: Reason for Leaving:
(Continue on a separate sheet if necessary)
Can we contact your current / most recent employer? (Y / N) _
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Schools
Application for Employment
Education and Qualifications (Start with most recent):
Membership of Professional Organisations:
Personal Interests / Voluntary Work / Achievements:
Referees:
Dates: Establishment: Course Title: Qualification/s:
(Continue on a separate sheet if necessary)
Trang 35This is my application for employment I declare that the information given by me on this form
is true and complete to the best of my knowledge I understand that making false statements may lead to an offer of employment being withdrawn or to my employment being terminated Please give details about why you are applying for this position and what qualities, skills and experience make you a suitable candidate:
Trang 36Total Hours: Hourly Rate: Reason for Claim:
Total Hours: x Hourly Rate
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Expenses Claim Form
Signature: Approved by Manager: Date: _ Cheque No.: _
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Leave Request Form
Manager’s Approval Given:
Paid Annual Leave:
Trang 39I confirm that I would like to begin a course of study at this school and I agree to abide
by the rules of the school I have been given relevant information about the course
I confirm that I would like to begin a course of study at this school and I agree to abide
by the rules of the school I have been given relevant information about the course
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Schools
Initial Assessment – Information Page
The initial assessment is a four-page document with an accompanying marking guide and key which is divided into a reading and writing assessment and a speaking and listening
assessment/interview It should be given to students before they start the course It helps the school or teacher to determine which level the student should be in – Beginner, Elementary or Intermediate You should print all four pages and staple them together for each student All students should attempt all of the questions The questions are easy to start with but get progressively more difficult with each page
The idea behind the reading and writing initial assessment is that if students can complete some of page 1 but none of the next two pages they are at Beginner Level for reading and writing If a student completes page 1 easily but is having problems with some of the work on page 2 (e.g the past simple verbs), they are at Elementary Level If a student sails through pages 1 and 2 and is able to do some of page 3, but has problems with the rest of the page (e.g question 4’s gap-fill) they are at Intermediate Level Each page is based on topics that students will cover at each of the three levels: page 1 = Beginner Level; page 2 = Elementary Level and page 3 = Intermediate Level If a student gets full marks or almost full marks on all three pages they are probably at a higher level than Intermediate, which the materials in this pack do not cover Such a student should be referred to a higher-level course
The final page is the speaking and listening assessment, which takes the form of an informal interview carried out by the teacher on a one-to-one basis with each student Like the reading and writing assessment, the questions are easy to start with but get progressively more difficult You should tick to show the student’s response to the questions that you ask, ranging from “no response” through to “proficient”
If a student is doing well and answering with mainly Ds and Es to start with, keep going to the Elementary Level questions If they are stuck on the easy questions, they are at Beginner Level If they are stuck on the hardest questions, they are at Elementary Level If they are able to get at least Cs or Ds for the hardest questions then they are at Intermediate Level Again, if a student can answer all of the questions fluently with only a few minor mistakes, they are at a higher level than Intermediate Level, which our schemes of work do not cover You can always devise your own course for Advanced Level students
It is not necessary to ask all of the questions with every student and you can cut any of the questions, or add your own, as required You will soon start to get an idea of a student’s speaking and listening level as you spend time talking with them This list of questions is designed to be give prompts for the teacher as to what to ask each student and also to provide a permanent record of the level of the student’s speaking and listening skills at the time of the assessment All of the initial assessment pages can be adapted, with questions deleted or added as required In providing all of the materials in this pack as Word doc files
we have aimed to make them as adaptable and flexible as possible
Spiky Profiles:
Some students may have a “spiky profile”, which means that they are at one level for one skill and at a different level for another For example, they are much better at speaking and
listening than they are at writing, or they are much better at reading and writing than they are
at speaking and listening This could happen in any combination It’s up to you whether you plan a mixed level course based on both the schemes of work in this pack, or whether, for example, you want to put a student who is at Elementary Level for reading and writing but Beginner Level for speaking and listening in an Elementary Level class and provide extra speaking and listening practice for them You could show this differentiation on the student’s ILP (Individual Learning Plan) as well as on the lesson plan