English Banana Schools Complete Book 090408105748 Phpapp01

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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 Teachers 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 Resources Questionnaire
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13. Keep in touch with students Letter-Headed Paper Compliments Slips Letter Regarding Non-Attendance 14. Observe your teachers in action in the classroom Teaching & Learning Observation Report Teachers 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 Teachers Evaluation End of Course 20. Breathe a big sigh of relief! (Then start planning your next course!)
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About English Banana.com Schools
Introduction: The documents that make up the English Banana.com Schools pack are not meant to be a fully exhaustive collection. This pack is a quick starter guide to running an English course and contains all the forms and paperwork you need to plan a course, enrol and assess learners, as well as keep sufficient records. Some of the documents are self-explanatory, e.g. the Class Posters or the Teachers 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. Wed 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 (zerobeginners) 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 schools 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. We were really surprised by the large number of people who got in touch and it soon became apparent that there was huge interest in gaining access to free materials that would support English Banana Schools English Banana.com 2007
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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: Im 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 its 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 teachers 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 Im 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. Im 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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you in anticipation. Perrine Lejeune from Beauraing in Belgium wrote: I have just started teaching English and havent 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 Teachers Course File
To create an English Teachers 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 (OPT) = document is optional 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 Teachers Timesheet(s) (OPT) Information for teacher e.g. staff hierarchy, how to get paid, hours, salary, overtime, etc. (OPT) Payroll Claim Forms (OPT) Teachers Letter of Appointment (OPT) Teachers Contract (OPT) Other correspondence from employer to teacher (OPT) English Teachers 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) English Banana Schools English Banana.com 2007
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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) Teachers 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 students skills, as well as to test for special learning needs, e.g. a dyslexia need. Various diagnostic assessments are available, but at present there isnt one included in this pack. During the Course Withdrawal / Completion Form (INCL)
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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) Teachers 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. Its all free to access, and they dont 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 weve 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: Im 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. [End of press release] English Banana Schools English Banana.com 2007
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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 its 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 Whats 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 its 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. Its up to you, and you are able to rewrite to your hearts 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 schools 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
Week: 1. Topic: Introductions Grammar: verb to be positive, negative & question forms possessive pronouns: my, your alphabet upper and lower cases polite function words: yes please, no thanks alphabetical order articles numbers 1-30 this / that these / those everyday objects classroom words (meta-language) & objects 2. My friends and my family present simple tense question forms, e.g. can I have...? yes / no questions wh- questions me, you, him, her object pronouns punctuation marks 2nd week review family and friends describing people jobs daily routines days, months and seasons simple common verbs using a dictionary trip to a local museum introducing people meeting people you dont know using a calendar looking for a job reading and listening to English every day newspapers, magazines, internet, tv, radio, etc Vocabulary: greetings and introductions personal information Social English Themes: writing a postcard focus on study skills
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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 4. Lets stay in parts of a sentence 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-10th simple conjunctions possessions looking for a place to live home shopping using the internet and catalogues writing a short email reading a utility bill writing a cheque / other payment methods asking Whats the time? taking your driving test buying a bus / train ticket booking a flight online informal conversations
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5. Get active like + (verb)-ing / neg. / question form (not) very / quite + adjectives mid-course review / test individual tutorials 6. Hit the shops! have you got? / I have got / She hasnt got... etc. some / any everyday signs and notices prepositions of place food and drink how many? / how much? money do / does...? Questions with auxiliary verbs buying food singular / plural nouns countable / uncountable nouns 7. I feel terrible! past simple was, were there was / were past simple be, go, do, have health parts of the body more common verbs attending appointments and interviews trip to a nearby town / place of interest registering with a doctor registering with the job centre / council tax office in a caf / restaurant going shopping places in a town adverbs of frequency frequency words: once, twice, every... etc. evening trip to a concert or exhibition returning items to a shop at the cinema hobbies, sports and activities activity gerunds: cooking, cycling, etc adjectives & opposites deciding how to spend the weekend at the swimming pool / gym
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past simple regular / irregular feelings and emotions at the doctors / dentists / hospital completing simple forms 8. Special occasions present continuous 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 planning a party order in a restaurant at the party more adjectives finding out what the weather will be like accepting / declining invitations comparing various options comparative and superlative adjectives develop vocabulary building skills dates with ordinal numbers clothes colours 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 different cultures celebrate in different ways!
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revision of previous topics recapping and consolidation end of course party organised by the students 10. Revision week practice papers 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 doesnt 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
Week: 1. Topic: Lets start a project Grammar: present continuous vs. present simple modal verbs: will / shall word order in sentence structure articles and nouns Vocabulary: International Phonetic Alphabet (IPA) word stress sentence stress clothes Social English Themes: project work in groups: devise a magazine / newspaper write a short story collection charity work / fundraising organise a talent / variety night consumer surveys build an English language learning website make a short film
focus on study skills 2. Sport and leisure past continuous modal verbs: can / could / able to using the infinitive (after modal verbs) simple, compound and complex sentences 2nd week review 3. Health and lifestyle present perfect present perfect vs. past simple modal verbs: must / mustnt homophones word collocation sport and leisure using adverbs writing for different purposes: letter, email, diary, report, assignment, etc. rhyming words health and different lifestyles going to the doctors / dentists / hospital project work in groups trip to a local museum / gallery project work in groups
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auxiliary verbs in question forms question tags 4. Finding a job modal verbs: may / might quantity words much, many, few, a lot etc. adverbials of time, manner, degree, frequency, etc. when and if first conditional zero conditional 5. Thinking it over present perfect continuous modal verbs: should / would / could mid-course review / test individual tutorials 6. Accent on English passive voice second conditional prepositions of place past perfect reported speech writing a newspaper report understanding informal English vocabulary, pronunciation, accent and hypothetical ideas global and local issues change vs. staying the same the environment / pollution evening trip to a concert or exhibition project work in groups project work in groups project work review 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 asking for and giving advice
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defining relative clauses e.g. that, where, who, whose, etc. third conditional prepositions of time 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 8. Lets get together past simple revision phrasal verbs articles a, an and the subject revision personality differences between people arguments and problems booking a holiday animals 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 project work in groups errors made by native speakers of English; including short cuts and grammatical ellipsis, e.g. Saw Helen today. = I saw Helen today.
trip to a nearby town / place of interest
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9. Enjoying the classics subject revision subject revision classic books in the English language language used in English literature 10. Revision week practice papers practice listening tests individual tutorials revision of previous topics recapping and consolidation mock exam/s exam/s end of course weekend camping trip organised by the students project work presentations
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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 lessons 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 isnt 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 dont 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 anothers 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: Its 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 teachers 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. Its worth taking a few minutes to fill in the lesson evaluation section each time.
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Lesson Plan Page 1
Date / Time: No. in Class: Venue / Class / Level: Differentiation: Teacher: Lesson No.
Learning Aims and Objectives: After this lesson students will be able to...
Assessment Strategies:
Time:
Activity:
Resources:
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Lesson Plan Page 2
Time: Activity: Resources:
Comments & Lesson Evaluation:
Join our English class!
Its more fun than babysitting!
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School Place: Time: Contact: ____________________________________ ____________________________________ ____________________________________
Join our English class!
Its fun to learn together!
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Speak English today!
Learn English faster!
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Learn to speak English today!
Have fun and learn fast!
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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 schools 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. 2. 3. 4. A strong commitment to enabling students to achieve their learning goals. A comprehensive knowledge and experience of teaching English. A good level of education and teaching qualifications, including _________________. 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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Application for Employment
Contact Details: Position Applied For: First Name: Address: Surname: Phone No.: Mobile No.: Email Address: Post Code: Date of Birth: Title:
Work Permit Required (Y / N):
Driving Licence (Y / N):
Employment History (Start with current or most recent employment): 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) How much notice do you need to give your current employer? _____________________ _____________________
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Education and Qualifications (Start with most recent): Dates: Establishment: Course Title: Qualification/s:
(Continue on a separate sheet if necessary) Membership of Professional Organisations:
Personal Interests / Voluntary Work / Achievements:
Referees: Name: Address: Phone No.: Relationship to You: Name: Address: Phone No.: Relationship to You: English Banana Schools English Banana.com 2007
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Supporting Information: Please give details about why you are applying for this position and what qualities, skills and experience make you a suitable candidate:
Where did you see this job advertised?
Declaration: This 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. Signed: ______________________________________________ Date: _______________
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Overtime Claim Form
Date:
Hours From / To:
Total Hours:
Hourly Rate:
Reason for Claim:
Total Hours: Total Claimed:
x Hourly Rate
Teachers Name (Print):
Teachers Signature:
Date:
Managers Signature:
Date:
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Expenses Claim Form
Date of Claim: Teachers Name: Job Title: Car Registration No.: Date: Details of Expenditure: Petrol: Parking: Fares: Food / Drink: Accommodation: Other:
Total Claim: Totals: Signature: ________________________ Approved by Manager: ________________________ Date: ___________ Cheque No.: _____________
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Leave Request Form
Name:
Type of Leave (Please Tick Paid Annual Leave: Unpaid Leave: Maternity / Paternity Leave: Compassionate Leave: Other (Please Specify):
):
From:
To:
No. Days:
Total number of days paid annual leave per year:
Total number of days paid annual leave now remaining:
Managers Approval Given: Managers Signature: Date:
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Student Enrolment Form ------------------------------------------------ -------------------------------------------------Title: Male / Female: Address: First Name/s: Surname: Home Tel.: Mobile: Email: Age: Nationality:
Postcode: Date of Birth:
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. Signature: Date:
------------------------------------------------ -------------------------------------------------Title: First Name/s:
Male / Female: Address:
Surname: Home Tel.: Mobile: Email: Age: Nationality:
Postcode: Date of Birth:
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. Signature: Date:
------------------------------------------------ --------------------------------------------------
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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 4s 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 students 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 students 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 students 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. Its 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 students ILP (Individual Learning Plan) as well as on the lesson plan. English Banana Schools English Banana.com 2007
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Initial Assessment Reading & Writing Page 1
1. a) Write your full name: ____________________________________ ( mark) b) Write todays date: ______________________________________ ( mark) 2. Write the alphabet: Capital letters: A B C (2 marks) Small letters: a b c (2 marks) 3. Write these numbers in words (2 marks): 1 __________ 2 __________ 3 __________ 4 __________ 5 __________ 6 __________ 7 __________ 8 __________ 9 __________ 10 __________ 4. Complete the days of the week (3 marks): Monday Tuesday ____________ Thursday ____________ Saturday __________ 5. Choose the best word to complete each sentence (4 marks): a) Hello. My name [ is ] [ it ] James. b) How are [ your ] [ you ] ? c) I would like a [ sandwich ] [ bread ] . d) Whats the [ time ] [ watch ] ?
6. Write these words in alphabetical order (2 marks): kitchen, bathroom, kettle, sink, bath, garden, step, house, stairs, carpet, window, fridge _______________________________________________________________________ 7. Put the words in the right order to make questions (2 marks): a) what mums is name your b) are how you old _____________________________________________ _____________________________________________
8. Write the opposite to each adjective (2 marks): hot small thin wet happy long rich late clever old
Name: __________________________ Date: ______________ Total This Page:
/ 20
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1. Write your full address, including postcode (1 mark): ________________________________________________________________ 2. Write the 12 months of the year (2 marks): __________________________________________________________________________ __________________________________________________________________________ 3. Write these numbers in words (2 marks): 11 ____________ 12 ____________ 13 ____________ 14 ____________ 15 __________ 20 __________ 30 __________ 87 ________________ 141 _____________________
1469 ______________________________________________________________________ 4. Complete each gap with a past simple verb (5 marks): Yesterday I a)_______________ up at 6.00 am. I b)_______________ into the bathroom and c)_______________ a shower. I d)_______________ dressed and e)_______________ breakfast. I f)_______________ the house at 7.45 am and g)_______________ to work in my car. I h)_______________ at work at about 8.25 am. I i)_______________ late because I usually start work at 8.15 am. My manager j)_______________ me to be on time tomorrow. 5. Write the name of each punctuation mark (2 marks): a) . d) , b) e) ; c) ? f) -
6. Underline the words that are spelt incorrectly in each line (2 marks): a) earings shoos coat jeens jumper skirt glasses jackit dress trousrers b) cleverley early quickly tommorow completely somtimes neerly never offen whenever 7. Put the words in the right order to make questions (2 marks): a) train you from how the get here to station do ___________________________________ b) tonight going at to are Sallys the party you ___________________________________ 8. Write 30 words about your family (4 marks): __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Name: __________________________ Date: ______________ Total This Page: / 20
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1. Complete each gap with a suitable verb infinitive (2 marks): 1. _______________ some yoghurt 2. _______________ the best of things 3. _______________ more than 100 MPH 4. _______________ an appointment 5. _______________ some arrangements 6. _______________ the housework 7. _______________ light of 8. _______________ something stupid
2. Match an idiom on the left with meaning keywords on the right (4 marks): 1. She eats like a horse. 2. Dont throw your toys out of the pram! 3. I think youre barking up the wrong tree. 4. Hes rolling in it. a) incorrect assumption b) rich c) good appetite d) overreaction
3. Put the words in the right order to make sentences (2 marks): a) homework I cleaning your help my room you I when finish will with __________________________________________________________________________ b) kids breakfast washing will finished when I their do have up the the __________________________________________________________________________ 4. Write a suitable word in each gap (5 marks): Spend time a)_______________ learning basic verb tables both regular and b)_______________ especially the four c)_______________ irregular verbs: to be, to go, to have and to do. Learn different d)_______________: present/past simple, present/past continuous and present/past e)_______________. Learn the past f)_______________ of key irregular verbs, for example have/had, do/ g)_______________. Make sure you can use many h)_______________ verbs like eat, read, sleep and go to talk about your i)_______________ activities in both present and j)____________ tenses. 5. Complete the sentences by adding a suitable past participle (2 marks): a) How long have you ____________________ in the UK? b) I think Jim has ____________________ enough of Lauren. c) Ben has ____________________ 300 miles in the past two days. d) Ive just ____________________ that bag at a lower price in a different shop. 6. On a separate piece of paper, write about your plans for the future (5 marks):
Total This Page: Name: __________________________ Date: ______________ Total Score:
/ 20 / 60
Reading & Writing Level: ___________________________ English Banana Schools English Banana.com 2007
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Initial Assessment Speaking & Listening
Ask each student questions from the list below:
A
Hello. How are you? Can you speak English? Do you understand me? Whats your name? Whats your address? How old are you? When is your birthday? Whats the date today? Have you got any brothers and sisters? Which country do you come from? Whats your favourite colour? Whats your phone number? Have you got a job at the moment? What do you like to do in your free time? Why do you want to do this course? Tell me about your family. Tell me about your country. What would be your ideal job? Which living person do you admire? What are the biggest problems facing your country at the moment? Do you think we should do more to help the poorest members of our society? What do you think youll be doing in five years time? KEY: A = no response B = limited response C = easy to understand but lots of errors D = more accurate with some errors E = proficient
Beginner Class
Elementary Class
Intermediate Class
Speaking & Listening Level: ___________________________
Name: __________________________________________ Date: _____________________ English Banana Schools English Banana.com 2007
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Initial Assessment Reading & Writing Marking Guide and Key
How to place a student based on the result of their reading and writing assessment: 0-4 5-14 15-19 20-29 30-39 40-49 50-60 Page 1: 1. a) The student should write their full name. mark: 0 marks: correct spelling using the English alphabet, with initial capital letters incorrect spelling, or one or more punctuation error, or illegible zero beginner beginner beginner (improving) elementary elementary (improving) intermediate intermediate (improving)
b) The student should write the date of the assessment. mark: 0 marks: 2. Capital letters: the student writes the correct date in either words or figures. Do not penalise incorrect spelling no date written, or incorrect date/illegible
ABCDEFGHIJKLMNOPQRSTUVWXYZ
2 marks: 1 mark: 0 marks : Small letters: all letters are written correctly as above, in the correct order between 1-3 letters are written incorrectly or in the wrong order more than 3 letters are written incorrectly or in the wrong order
abcdefghijklmnopqrstuvwxyz
2 marks: 1 mark: 0 marks: 3. 1 one; 2 two; 3 three; 4 four; 5 five; 6 six; 7 seven; 8 eight; 9 nine; 10 ten all letters are written correctly as above, in the correct order between 1-3 letters are written incorrectly or in the wrong order more than 3 letters are written incorrectly or in the wrong order
Page 1
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2 marks: 1 mark: 0 mark: 4. Wednesday; Friday; Sunday Give 1 mark for each day of the week spelt correctly with an initial capital letter. Do not penalise student if words are written in capital letters only 5. a) is; b) you; c) sandwich; d) time Give 1 mark for each correct answer 6. bath; bathroom; carpet; fridge; garden; house; kettle; kitchen; sink; stairs; step; window 2 marks: 1 mark: 0 marks: 7. a) What is your mums name? b) How old are you? 2 marks: 1 mark: 0 marks: 8. Note: where there is more than one option below, either answer is acceptable: cold; big; fat/thick; dry; sad; short; poor; early; stupid; new/young 2 marks: 1 mark: 0 marks: all opposite adjectives are written and spelt correctly between 5-9 opposite adjectives are written and spelt correctly fewer than 5 opposite adjectives are written and spelt correctly both sentences are written and spelt correctly one sentence is written correctly, with or without an initial capital letter and/or question mark, or both have correct word order but there is one or more spelling and/or punctuation error (initial capital letters and question marks) both sentences are written incorrectly all words are written in the correct order between 1-2 mistakes in the order of the words, and/or spelling errors more than 2 errors in the order of the words all numbers are spelt correctly between 5-9 of the numbers are spelt correctly fewer than 5 of the numbers are spelt correctly
Page 2
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Page 2: 1. The student should write their full address, including postcode, in the following order: house number or name, street, town or city, county (not essential), postcode, country (not essential) 1 mark: 0 marks: correct spelling using the English alphabet, with initial capital letters and capital letters for the postcode. All parts of the address are in the correct order incorrect spelling, or no postcode, or one or more punctuation error, or illegible, or written in incorrect order
2. January; February; March; April; May; June; July; August; September; October; November; December 2 marks: 1 mark: 0 marks: all words are in the correct order and written and spelt correctly, with an initial capital letter between 1-3 spelling mistakes, and/or there are between 1-3 mistakes in the order of the words. Or all words are spelt correctly and in the correct order, but initial capital letters are missing from some or all of the words more than 3 words are spelt incorrectly or are in the wrong order
Note: do not penalise student if words are written in capital letters only 3. 11 eleven; 12 twelve; 13 thirteen; 14 fourteen; 15 fifteen; 20 twenty; 30 thirty; 87 eighty seven; 141 one hundred and forty one; 1469 one thousand four hundred and sixty nine 2 marks: 1 mark: 0 marks: 4. Note: where there is more than one option below, either answer is acceptable, although the first answer indicates our preferred answer: a) woke/got; b) went; c) had/took; d) got; e) had/ate/made; f) left; g) drove/went; h) arrived; i) was; j) told/warned Give mark for each correct answer with correct spelling. all words are spelt correctly, without initial capital letters between 5-9 words are spelt correctly, with or without initial capital letters, or all words are spelt correctly but with initial capital letters on some or all of them fewer than 5 words are spelt correctly
Page 3
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5. a) full stop; b) apostrophe; c) question mark; d) comma; e) semi-colon; f) hyphen (not dash) 2 marks: 1 mark: 0 marks: 6. a) earrings; shoes; jeans; jacket; trousers b) cleverly; tomorrow; sometimes; nearly; often 2 marks: 1 mark: 0 marks: 7. a) How do you get to the train station from here? or How do you get from here to the train station? b) Are you going to the party at Sallys tonight? 2 marks: 1 mark: 0 marks: 8. The student should write approximately 30 words about their family 4 marks: 3 marks: 2 marks: 1 mark: 0 marks: the student writes 3-4 sentences which are completely or almost completely correct in terms of grammar, spelling and punctuation. There are between 0-2 errors. Good use of vocabulary and interesting, readable content the student writes 3-4 sentences which are good in terms of grammar, spelling and punctuation, but there are between 3-4 errors the student writes 3-4 sentences which are legible and can be understood in terms of grammar, spelling and punctuation, but there are many errors the student has attempted the question and some of their answer is legible or the student has written well in terms of grammar, spelling and punctuation but has only written 1 sentence or just a few words the student has not attempted the question or the answer is illegible both sentences are written correctly as above, with correct punctuation one sentence is written correctly as above, with correct punctuation, or both sentences are written with the correct word order, but with one or more punctuation errors (initial capital letter/s or question mark/s missing) both sentences are written with incorrect word order, with or without punctuation errors all incorrectly spelt words are underlined between 5-9 incorrectly spelt words are underlined fewer than 5 incorrectly spelt words are underlined all words are written and spelt correctly between 3-5 words are written and spelt correctly fewer than 3 words are written and spelt correctly
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Page 3: 1. Suggested answers are below. Other answers are possible 1. buy; 2. make; 3. do; 4. make; 5. make; 6. do; 7. make; 8. do 2 marks: 1 mark: 0 marks: 2. 1. c); 2. d); 3. a); 4. b) Give 1 mark for each correct answer 3. a) I will help you with your homework when I finish cleaning my room. or When I finish cleaning my room, I will help you with your homework. Not: I will help you with cleaning your room when I finish my homework. or When I finish my homework, I will help you with cleaning your room. b) I will do the washing up when the kids have finished their breakfast. or When the kids have finished their breakfast, I will do the washing up. 2 marks: 1 mark: 0 marks: 4. Note: where there is more than one option below, either answer is acceptable, although the first answer indicates our preferred answer: a) deliberately/regularly/carefully/purposefully; b) irregular; c) main/key/basic/foremost; d) tenses; e) perfect; f) participles; g) done; h) common/different; i) daily/everyday/usual; j) past Give mark for each correct answer with correct spelling both sentences are written and spelt correctly, as above one sentence is written and spelt correctly, as above, or both sentences are written with the correct word order, but with one or more spelling and/or punctuation errors both sentences are written differently from above, with incorrect word order all answers use a suitable verb infinitive which is spelt correctly between 4-7 answers use a suitable verb infinitive which is spelt correctly fewer than 4 answers use a suitable verb infinitive which is spelt correctly
Page 5
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5. Note: where there is more than one option below, either answer is acceptable, although the first answer indicates our preferred answer. Students may write other answers which are also suitable in the context of the sentences: a) lived/been/worked/spent; b) had; c) driven/travelled; d) seen/found/bought; Give mark for each correct answer with correct spelling 6. The student should write approximately 40 words about their plans for the future 5 marks: 4 marks: 3 marks: 2 marks: 1 mark: 0 marks: the student writes 4-5 sentences which are completely correct in terms of grammar, spelling and punctuation. They have used interesting vocabulary and ideas. The content is very readable the student writes 4-5 sentences which are almost completely correct in terms of grammar, spelling and punctuation. There are between 1-2 errors. Good use of vocabulary and interesting, readable content the student writes 4-5 sentences which are good in terms of grammar, spelling and punctuation, but there are between 3-4 errors the student writes 4-5 sentences which are legible and can be understood in terms of grammar, spelling and punctuation, but there are many errors the student has attempted the question and some of their answer is legible or the student has written well in terms of grammar, spelling and punctuation but has only written one sentence the student has not attempted the question or the answer is completely illegible
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Student Self-Assessment Form Information Page
This form can be useful because it gives the teacher more background about a new students previous and current experience of learning English how they have interacted with the language in the past, and how they are interacting with it now. It can be interesting to compare a students own diagnosis of the level of their skills in reading, writing, speaking and listening with the results of their initial assessment. For example, it can reveal a lack of confidence about learning English when a student rates themselves poorly on this form but achieves a good or above-average result on the initial assessment. Motivation & Learning Goals: It is always useful to find out basic information about a students previous experience of learning English. For example, for how long did they study and what level did they achieve? If you find out that they have only ever achieved a Basic Level certificate in English in the past, yet their initial assessment shows that the student is at Intermediate Level now, you can ask them what work they have been doing on their own in the meantime to improve their skills. Getting a student to complete this form can reveal interesting information about their motivation levels when they write about whether or not they read English-language books and magazines outside of class time, or watch English-language TV at home. It also ties in with the ILP (Individual Learning Plan) by asking students to talk about their learning goals why they want to learn English. Above all, by going through this form with a new student the teacher will get to know them better and will be able to ask them more individualised questions about their learning goals and aspirations, which will better inform the lessons that they prepare and deliver during the course.
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Student Self-Assessment Form
To be completed by students at the start of a new course: Name: _____________________________________________ Date: _________________
1.
Why do you want to learn English? ____________________________________________________________________
2.
What languages can you speak and write? ____________________________________________________________________
3.
What is your first language? ____________________________________________________________________
4.
Have you studied English before? (If yes, when and where did you study?) ____________________________________________________________________
5.
What was the highest level you achieved? ____________________________________________________________________
6.
Do you read English language magazines and/or books at home? (If yes, which ones?) ____________________________________________________________________
7.
Do you watch English language TV programmes and/or listen to English language radio programmes? (If yes, which ones?) ____________________________________________________________________
8.
Do you prefer reading practice, writing practice or speaking and listening practice? ____________________________________________________________________
9.
Write GOOD, OK, or BAD under each skill below to show what you think of your abilities at the moment: Reading: _________ Writing: _________ Speaking: _________ Listening: _________
10.
What do you want to gain from doing this course? ____________________________________________________________________
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Quick Reference Form Students Information Page
This form can be completed at the beginning of a new course and kept with the register. It gives ready information about students on the course, including easy access to their phone numbers which comes in handy when you need to call them to remind them to come to class, or ask Where have you been for the past three weeks, Jolanta? Its also useful to have something to refer to if youre teaching a class where students represent a mix of nationalities and native languages. It will help you to quickly memorise this information at the start of the course.
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Quick Reference Form Students
Name:
Level:
Phone No.:
Nationality:
Language/s:
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Individual Learning Plan Information Page
Learning Agreement: The learning agreement is completed by the teacher with a student before the course starts and the activity record is completed on a lesson-by-lesson basis by the students (or by the teacher if the students are at too low a level to be able to complete it) during the course. The learning agreement should be completed because its important for teachers to discuss learning goals with a student before they embark on the course. Without any goals agreed it could be argued that there is no point in the student doing the course, because there is no way to measure whether or not they have made progress in their studies by the end of the course, compared to how their skills were before it started. With this form, the student and teacher can sit down together to discuss learning goals and the student can make a formal decision to pursue these targets by signing the form. At the end of the course both teacher and student can look back on the course and discuss what the student has achieved, signing off the goals if they have been achieved. If they havent been achieved, they could both agree to another period of study and negotiate a new learning agreement. This form also brings together in one place important information which is unique to the student such as assessment results, learning style (e.g. the student may be a visual learner, preferring to learn with plenty of visual material, or a kinetic learner who prefers a practical approach and learning through doing, rather than sitting still writing worksheets), diagnostic assessment results, and information about the students reasons for joining the course in the first place. This fundamental piece of information can be vital for a teacher to help them keep the student motivated as the course progresses. Short-Term Language Goals: These will be individual to each student and describe the specific areas that the student needs to work on during the course. Goals should be SMART; that is, Specific, Measurable, Achievable, Relevant and Time-Specific. For example, one SMART goal could be: Learn ten new vocabulary sets of twenty words each. At the end of the course if the student has met the goal they will have some form of written evidence of achievement in this area, which can be kept with the original ILP. Long-Term Language Goal: This could be an exam result, if the student is working towards a qualification, or it could be to move on to the next level of the course. The students long-term language goal should also be a SMART goal. This is a statement of where the student would like to be with their English language skills by the end of the course. Activity Record: Depending on the number of lessons in your course, you may need several copies of this form for each student. Every time they attend a lesson towards the end of the lesson they should complete one line of the form. It requires them to reflect on what they have been learning about and how well they have understood it. By writing comments the student can communicate to the teacher how they feel about the lesson. This information is vital for the teacher when they evaluate the lesson and can help them as they write their own evaluation as part of the lesson plan. English Banana Schools English Banana.com 2007
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Individual Learning Plan Information Page
This kind of detailed record-keeping is also vital when it comes to your school or course being inspected, because it shows firm evidence of reflection on the process of learning by both teacher and students alike. It also shows a process of two-way communication between the teacher and their students and contributes towards a detailed record of material covered on the course, which can be stored and referred to in the future. For example, if a teacher leaves the course and a new one starts, or there is staff sickness and a temporary teacher has to take over the course, they will have something to read that shows what the class has been doing, and how well each student has been getting on during the course.
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Individual Learning Plan Learning Agreement
Name: Initial Assessment Results: Course:
Diagnostic Assessment Results:
Reason/s for Learning English:
Learning Style and Study Preferences:
Short-Term Language Goals: 1. 2. 3. Long-Term Language Goal:
How Goals will be Achieved: 1. 2. 3.
Evidence in File? (Y / N & Date): 1. 2. 3.
I agree to the goals stated above (Students Signature):
Date:
At Course Completion: Goals Achieved (Students Signature): Date:
Goals Achieved (Teachers Signature):
Date:
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Individual Learning Plan Activity Record
Name: Course: Dates (From / To):
Date:
Activity:
Level of Understanding: Poor OK Good
Comments:
Students Initials:
Teachers Initials:
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Student Induction Form
Welcome to our School! We hope you will really enjoy learning with us and that you will achieve your learning goals at this school. We aim to provide you with a high-quality course in a safe, positive and supportive environment, where you can build your confidence and reach your full potential The following information will help you as you begin to study with us: My teachers name is: The phone no. of my school is: The address of my school is: The title of my course is: My level is: My course will start on: My course is on (day/s): At (times): My exam will be: It will be held on: My course will finish on: If I have a problem during the course I should talk to: The trained first-aider is: I should report any accidents to: I know where the fire exit is (Y / N): If there is a fire we will meet here: I understand and agree to abide by the school rules (Y / N): ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Health Problems (Optional Questions): I have a health problem or disability that affects my ability to complete daily activities (Y / N): ___________ If yes, please give further information: _________________________________________ I have an allergy that I wish the school to know about (Y / N): ___________ Details: _________________________________________________________________ English Banana Schools English Banana.com 2007
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Student Induction Form
Complaints Procedure: If you need to make a complaint about the school, you should follow this procedure. If you are not happy with the outcome, continue to the next stage. At any stage you can bring a friend: 1. If possible, talk to the person who you want to complain about 2. Talk to your teacher and centre manager 3. Write to the schools director 4. Write to the local authority who gives funding to the school Disciplinary Procedure: If we find that you are consistently breaking the class rules, or if you should cause a serious problem to your class, teacher or to the school, we will follow this procedure. We will continue through the stages as necessary. In addition, non-attendance of classes for four weeks without a valid reason may result in the termination of your place. Please note that any serious breach of the rules will result in your place on the course being terminated without warning: 1. Meeting with your teacher and/or centre manager 2. First written warning 3. Second written warning 4. Final written warning 5. Formal termination of your place on the course Checklist: I confirm that I have received and completed/read a copy of each of the following documents: (Please Tick ) Student Enrolment Form [ ] Class Rules [ ] Initial Assessment (Pages 1-4) [ ] Student Self-Assessment Form [ ] Individual Learning Plan Learning Agreement [ ] Individual Learning Plan Activity Record [ ] Student Induction Form (this document) [ ] I agree to bring with me to each class: a pen with blue or black ink a dictionary (bi-lingual or English only) a notebook for making notes in class an A4 ring binder for my worksheets/homework [ [ [ [ ] ] ] ]
Equal Opportunities Policy and Student Agreement: I agree that everyone is equal, regardless of race, gender, religion, disability, age, sexual orientation, marital status and criminal conviction. I accept that everyone in the class and at the school is treated equally and has equal value. I have read and understand the complaints procedure and disciplinary procedure and agree to abide by the class rules. Im satisfied that all areas of induction have been explained to me in full by ____________________________ Signed (Student): _____________________________________ Signed (for the School): _____________________________________ Date: ___________ Date: ___________
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Name Badges / Stickers
Hello! My name is...
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Hi! My name is...
Hi! My name is...
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Hi! My name is...
Hi! My name is...
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How to Get Here School Map
Insert photo/s of your schools exterior and interior, as well as local map/s from Google Maps or Multimap.com, etc.
School Directors Name School Name School Address School Phone No. School Email Address Directions:
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Class Rules
This class agrees that everybody should... smile! be nice to each other listen when someone else is talking switch mobile phones to silent or off not eat or drink in class come to lessons on time come to class every time call if we cant come to class not smoke, drink alcohol or take drugs during class make a positive contribution to the class
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Schools
During the Course
English Banana.com
Schools
Class Register
Teacher: Course / Class: Days / Times:
Wk. 1 Name: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Total No. Students: Teachers Initials: Date:
Wk. 2
Wk. 3
Wk. 4
Wk. 5
Wk. 6
Wk. 7
Wk. 8
Wk. 9
Wk. 10
Teachers Signature: Managers Signature:
Date: Date:
/ O A (L) C
attendance non-attendance authorised absence late class closed
English Banana.com
Schools
Class Attendance Chart
Teacher:
Course / Class:
Days / Times:
Wk. 1 Name: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Date:
Wk. 2
Wk. 3
Wk. 4
Wk. 5
Wk. 6
Wk. 7
Wk. 8
Wk. 9
Wk. 10
Total:
= student has attended all classes this week
English Banana.com
Schools
Feedback Form During the Course
To be completed by students during a course:

(1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree; NA = dont know / not relevant)
Please tick a box ( 1. I like this course
) to answer each question:
N/A
2. This course is worthwhile for me 3. This course is a waste of my time 4. The teacher uses a variety of learning methods 5. I know who to ask for help and guidance 6. This course is what I was hoping for 7. The lessons have clear objectives 8. The lessons are interesting 9. I like working with the other people in my class 10. The resources we use are interesting and useful 11. I learn something new in every lesson 12. My teacher knows a lot about English 13. My teacher is friendly and helpful 14. I would like to do more courses at this school 15. There is a problem with this course (state below) 16. The room is suitable for my class What are you enjoying the most about the course?
What are you not enjoying about the course?
Other comments and ideas for improvements:
Name (Optional):
Date: English Banana Schools English Banana.com 2007
English Banana.com
Schools
Resources Questionnaire Name (Optional): _________________________ Date: _________________ Name of Resource: ______________________________________________
Please Tick 1. The resource was easy to use 2. It was clear what I had to do I understood the instructions 3. There was a lot of work for me to do 4. The resource was at the right level for me 5. The resource was interesting 6. The resource was well-designed 7. The resource was relevant to me 8. I learned something by using it 9. I would like to do more of this type of work
Agree:
Do Not Agree:
No Opinion:
10. Other comments about using this resource:
Thanks for your help in completing this questionnaire!
English Banana.com
Schools
Date School Name School Address School Phone No. School Email Address Addressee Name Addressee Address
Dear
Yours sincerely (for Dear Mr. ... / Mrs. ...) Yours faithfully (for Dear Sir / Madam ...)
Signature
Print Name Job Title
__________________________________________________________________________
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Schools
Your Name School Name School Address School Phone No. School Email Address
With compliments
__________________________________________________________________________
English Banana.com
Schools
With compliments
__________________________________________________________________________
English Banana.com
Schools
With compliments
__________________________________________________________________________
English Banana.com
Schools
Letter Regarding Non-Attendance Date School Name School Address School Phone No. School Email Address Student Name Student Address
Dear ___________________ (Student Name) Im writing to you because you have recently missed _______ (No. of Classes Missed) classes of your English course. I would like to know whether you intend to continue with the course. Please contact me as soon as possible at the above address to let me know whether you are planning to return to your course. If you have any problems with the course that you would like to discuss, I would be happy to meet with you. If I dont hear from you within the next 7 days I will assume that you do not wish to continue with the course and your place may be offered to another student. I hope to hear from you soon. With best wishes from
Teachers Signature
Print Name Job Title
English Banana.com
Schools
Teaching & Learning Observation Report
Teachers Name: Course Title / Code: Venue: Date / Time of Lesson: No. on Register: No. Present:
Observers Name / Job Title:
Evidence of planning: (Scheme of work seen Y / N; lesson plan seen Y / N; ILPs seen Y / N.)
What went well during the lesson?
Were learning aims and objectives met? (Provide evidence that learning took place. How did students interact with each other and with the teacher? Did the teacher manage time effectively?)
Comment on differentiation: (How did the teacher cater for the differing needs of the students in the class?)
English Banana.com
Schools
Teaching & Learning Observation Report
Comment on the resources that were used: (What worked? What didnt work? Please comment on the suitability of the learning environment.)
Comment on the assessment methods that were used: (How effective were they? How suitable were they for this particular group? How was the progress of students monitored? Comment on exam preparation, if appropriate.)
Teachers strengths and weaknesses:
Action plan for improving weaknesses and teachers overall continuing professional development, including any training needs:
This report and action plan has been discussed and agreed by: Teachers Signature: Managers Signature: Overall grade given for this session: (weaker) 1 2 3 Date: Date: 4 5 (stronger)
English Banana.com
Schools
Teachers Post-Observation Self-Evaluation Form
Teachers Name: Course Title / Code: Venue: Date / Time of Lesson: No. on Register: No. Present:
Observers Name / Job Title:
Group Summary: (Short description of group: by nationality, age, gender, background, mood, etc.)
What went well during the lesson?
What could have gone better?
Were learning aims and objectives met? (Give reasons for your answer.)
Comment on differentiation: (How did you cater for the differing needs of the students in the class?)
English Banana.com
Schools
Teachers Post-Observation Self-Evaluation Form
Comment on the resources that you used: (What worked? What didnt work? Explore reasons why.)
Comment on the assessment methods that you used: (How effective were they? How suitable were they for this particular group?)
Teachers training request/s: (How can we support you in the future with your teaching and continuing professional development?)
Any others comments about your lesson, your class and how we can work together to improve the overall learning experience for our students?
Date: Date:
English Banana.com
Schools
Withdrawal / Completion Form
Name: Course Title / Code: Student No.: Teacher:
Agreed End Date: Exit Code:
Last Date in Class: Learner Destination Code:
Notes:
Todays Date:
Exit Codes: A completed exam(s) waiting for certificate B completed time only C transferred to a different class / time (see notes) D withdrawn low attendance E withdrawn started work F withdrawn course not suitable G withdrawn financial reason H withdrawn health reason I withdrawn other reason (see notes)
Learner Destination Codes: 1 will begin next course with us 2 full-time work 3 part-time work 4 unemployment 5 self-employment 6 further education 7 higher education 8 other (see notes) 9 not known
English Banana.com
Schools
At the End of the Course
English Banana.com
Schools
Feedback Form End of Course
To be completed by students at the end of a course:

(1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree; NA = dont know / not relevant)
Please tick a box (
) to answer each question:
N/A
1. I enjoyed this course 2. This course was worthwhile for me 3. This course was a waste of my time 4. The teacher used a variety of learning methods 5. The room was suitable for my class 6. This course met my expectations 7. The lessons had clear objectives 8. The lessons were interesting 9. I enjoyed working with the other people in my class 10. The resources used were interesting and useful 11. I learned something new in every lesson 12. My teacher was friendly and helpful 13. I have improved my English language skills 14. Exams and assessment were well managed 15. I would like to do more courses at this school 16. I have been told about future courses What did you like most about the course?
What did you not like about the course?
Other comments and ideas for improvements:
Name (Optional):
Date: English Banana Schools English Banana.com 2007
English Banana.com
Schools
Elementary Level Certificate in English
This is to certify that
Ben Jones
has completed a 10 week course in the above subject at this establishment and has passed all assessment to a satisfactory degree
14th February 2008 Candidate Number: 000874
Signed: _________________________ (Course Teacher) Date: _________ Signed: _________________________ (Centre Manager) Date: _________ School Name and Address: School Phone No. / Email Address / Website Address:
English Banana.com
Schools
Elementary Level Certificate in English
This is to certify that
Ben Jones
has been formally examined in the above subject and has achieved the following grade: Pass
Key areas covered: Reading Writing Speaking Listening Pronunciation
14th February 2008 Candidate Number: 000874
Signed: _________________________ (Course Teacher) Date: _________ Signed: _________________________ (Centre Manager) Date: _________ School Name and Address: School Phone No. / Email Address / Website Address:
English Banana.com
Schools
Course Record Form
General Information: Teacher: Course Title / Code: Level: Start Date: Day/s: No. Weeks: No. Guided Learning Hours (GLH): Break Time/s: End Date: Times:
Student Retention: No. Students Enrolled: No. Students Started: Retention Rate (%) completers vs. starters No. Students Completed:
Assessment: Examination Board: Date/s of Exam/s: Exam Type & Duration: No. Students Examined:
English Banana.com
Schools
Course Record Form
No. Students Achieved: Pass rate (%) no. achieved vs. no. examined No. First Class Passes (75%+) if applicable
Attendance: No. Students Attended 100% of Classes: No. Students Attended 80% or More of Classes: Average Class Attendance (%): Best Individual Attendance (Prize Awarded): Two Runners-Up Prizes Given for Good Attendance Awarded to:
Group Profile: Nationalities:
Languages Spoken / Written:
English Banana.com
Schools
Course Record Form
Notes on Group Dynamics:
Course Trips, Project Work Completed, Special Events, Memorable Occasions, Incidents, etc.:
Date: Date:
English Banana.com
Schools
Teachers Evaluation End of Course
To be completed and filed with the Course Record Form: What went well on the course? Did the students achieve their learning goals? Did the course meet or exceed the expectations of the students?
What could have gone better on the course?
What have you learned from teaching the course? How has the course helped you to develop as a teacher? What will you do differently on the next course?
English Banana.com
Schools
Reasons for students not completing the course:
Reasons for students not taking the exam/s (if applicable):
What can we do to improve student attendance, retention and achievement during the next course?
Comment on the resources that are available to you:
English Banana.com
Schools
Comment on the assessment methods that you used:
Managers comments:
Date: Date:

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English Banana.

How to Run Your Own English Course

Before the Course Starts

English Banana Schools English Banana.com 2007

During the Course

English Banana Schools English Banana.com 2007

At the End of the Course

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

trip to a nearby town / place of interest

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

Comments & Lesson Evaluation:

English Banana Schools English Banana.com 2007

Join our English class!

Its more fun than babysitting!

Join our English class!

Its fun to learn together!

Speak English today!

Learn English faster!

Learn to speak English today!

Have fun and learn fast!

English Banana Schools English Banana.com 2007

Work Permit Required (Y / N):

Driving Licence (Y / N):

English Banana Schools English Banana.com 2007

(Continue on a separate sheet if necessary) Membership of Professional Organisations:

Personal Interests / Voluntary Work / Achievements:

Where did you see this job advertised?

English Banana Schools English Banana.com 2007

Hours From / To:

Reason for Claim:

Total Hours: Total Claimed:

Teachers Name (Print):

English Banana Schools English Banana.com 2007

English Banana Schools English Banana.com 2007

Total number of days paid annual leave per year:

Total number of days paid annual leave now remaining:

Managers Approval Given: Managers Signature: Date:

English Banana Schools English Banana.com 2007

Postcode: Date of Birth:

------------------------------------------------ -------------------------------------------------Title: First Name/s:

Male / Female: Address:

Surname: Home Tel.: Mobile: Email: Age: Nationality:

Postcode: Date of Birth:

English Banana Schools English Banana.com 2007

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English Banana Schools English Banana.com 2007

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