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English Banana.com

Schools

How to Run Your Own English Course

36 Essential Documents for Planning and Running Your Course

by Matt Purland

English Banana.com Schools

Contents

English Banana Schools

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 –

4. Let students know about the course

Promotional Class Poster 1




5. Employ one or more teachers (if applicable)

Job Description – English Teacher

Application for Employment

Overtime Claim Form

Expenses Claim Form

Leave Request Form


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 –

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


Contents


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

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…!)


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 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.

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




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




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


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 (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

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)




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)




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)


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.

[End of press release]

English Banana.com

Schools

Before the Course Starts


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.




Week: Topic: Grammar: Vocabulary: Social English Themes: 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, tv, radio, etc

2. My friends andmy family

2nd week review

present simple tense

question forms, e.g. can I have...?

yes / no questions

wh- questions

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




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

4. Let’s 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

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




5. Get active

mid-course review / test

individual tutorials

like + (verb)-ing / neg. / question form

(not) very / quite + adjectives

adverbs of frequency

frequency words: once, twice, every... etc.

hobbies, sports and activities

activity gerunds: cooking, cycling, etc

adjectives & opposites

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

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

registering with a doctor

registering with the job centre / council tax office

attending appointments and interviews




past simple – regular / irregular feelings and emotions

completing simple forms at the doctor’s / dentist’s / hospital

8. Specialoccasions

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

order in a restaurant

more adjectives

accepting / declining invitations

comparative and superlative adjectives

develop vocabulary building skills

dates with ordinal numbers

clothes

colours

different cultures celebrate in different ways!

planning a party

at the party

finding out what the weather will be like

comparing various options

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





end of course party – organised by the students

10. Revision week practice papers

practice listening tests



mock exam/s

exam/s


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.




Week: Topic: Grammar: Vocabulary: Social English Themes: 1. Let’s start a

project present continuous vs. present simple

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• consumer surveys• build an English language

learning website• make a short film

focus on study skills

2. Sport andleisure

2nd week review

past continuous

modal verbs: can / could / able to

using the infinitive (after modal verbs)

simple, compound and complex sentences

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

3. Health and lifestyle

present perfect

present perfect vs. past simple

modal verbs: must / mustn’t

rhyming words

health and different lifestyles

going to the doctor’s / dentist’s / hospital





auxiliary verbs in question forms

question tags

asking for and giving advice

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

formal and informal letter writing

understanding discourse markers, e.g. well, right, er, OK, now, etc.

develop a group role play

careers advice


5. Thinking it over

mid-course review / test


present perfect continuous

modal verbs: should / would / could

passive voice

second conditional

prepositions of place

hypothetical ideas

global and local issues

change vs. staying the same

the environment / pollution


project work – review

evening trip to a concert or exhibition

6. Accent onEnglish

past perfect

reported speech

writing a newspaper report

understanding informal English – vocabulary, pronunciation, accent and





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 today.” = “I saw Helen today.” trip to a nearby town / place of

interest

7. Differentpeople

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


8. Let’s gettogether

past simple – revision

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





9. Enjoying the classics

subject revision subject revision

classic books in the English language

language used in English literature

project work – presentations

end of course weekend camping trip – organised by the students

10. Revision week practice papers

practice listening tests



mock exam/s

exam/s


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.


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.




Date / Time: Teacher: No. in Class: Venue / Class / Level:

Assessment Strategies:

Differentiation:

Time: Activity: Resources:

Learning Aims and Objectives: After this lesson students will be able to...

Lesson No.




Time: Activity:

Comments & Lesson Evaluation:

Resources:


Join our English class!

It’s more fun than babysitting!

English Banana.com School

Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


Join our English class!

It’s fun to learn together!


Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


Speak English today!

Learn English faster!


Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


Learn to speak English today!

Have fun and learn fast!


Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


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 setout in the class rules.

9. To adhere to all health and safety rules within the school and ensure that studentsadhere 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 arenot damaged in any way.

13. To report to your line manager any issues or problems that should arise during thenormal course of duties.

14. To assist the staff of the school with research and development into makingimprovements to the school and courses.

15. To take part in training courses to upgrade skills relevant to the job description as partof 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 differentraces, 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.




Contact Details:

Employment History (Start with current or most recent employment):

Position Applied For: Title:

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) _____________________ How much notice do you need to give your current employer? _____________________

First Name: Surname:

Address:

Post Code:

Phone No.:

Mobile No.:

Email Address:

Work Permit Required (Y / N):

Date of Birth:




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)

Name: Address:

Phone No.: Relationship to You:

Name: Address:

Phone No.: Relationship to You:




Supporting Information:

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: _______________

Please give details about why you are applying for this position and what qualities, skills and experience make you a suitable candidate:


Overtime Claim Form


Date: Hours From / To:

Total Hours: Hourly Rate: Reason for Claim:

Total Hours: x Hourly Rate Total Claimed:

Manager’s Signature:

Teacher’s Signature:

Teacher’s Name (Print):

Date:

Date:


Expenses Claim Form


Signature: ________________________ Approved by Manager: ________________________ Date: ___________ Cheque No.: _____________

Date: Details of Expenditure: Petrol: Parking: Fares: Food / Drink:

Accommodation: Other:

Total Claim:Totals:

Car Registration No.:

Job Title:Teacher’s Name:Date of Claim:


Leave Request Form


Manager’s Approval Given:

Type of Leave (Please Tick ): From: To: No. Days:

Paid Annual Leave:

Unpaid Leave:

Maternity / Paternity Leave:

Compassionate Leave:

Other (Please Specify):


Total number of days’ paid annual leave per year:

Date:

Total number of days’ paid annual leave now remaining:

Name:


Student Enrolment Form


------------------------------------------------ --------------------------------------------------

------------------------------------------------ --------------------------------------------------

------------------------------------------------ --------------------------------------------------

First Name/s: Title:

First Name/s:

Address:

Postcode:

Surname:

Title:

Male / Female:

Home Tel.:

Date of Birth:

Email:

Mobile:

Age: Nationality:

Date: Signature:

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.

Address:

Postcode:

Surname: Male / Female:

Home Tel.:

Email:

Mobile:

Date of Birth: Age: Nationality:

Date: Signature:

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.


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.



Name: __________________________ Date: ______________ Total This Page: / 20


1. a) Write your full name: ____________________________________ (½ mark)

b) Write today’s date: ______________________________________ (½ 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. c) I would like a [ sandwich ] [ bread ] .

b) How are [ your ] [ you ] ? d) What’s 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 mum’s 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


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) . b) ’ c) ?d) , e) ; 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 Sally’s the party you ___________________________________

8. Write 30 words about your family (4 marks):____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________



Total This Page: / 20

Name: __________________________ Date: ______________ Total Score: / 60

Reading & Writing Level: ___________________________


1. Complete each gap with a suitable verb infinitive (2 marks):

1. _______________ some yoghurt2. _______________ the best of things3. _______________ more than 100 MPH4. _______________ an appointment

5. _______________ some arrangements6. _______________ the housework7. _______________ light of8. _______________ something stupid

2. Match an idiom on the left with meaning keywords on the right (4 marks):

1. She eats like a horse.2. Don’t throw your toys out of the pram!3. I think you’re barking up the wrong tree.4. He’s rolling in it.

a) incorrect assumptionb) richc) good appetited) 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) I’ve 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):


Initial Assessment – Speaking & Listening

Name: __________________________________________ Date: _____________________


Ask each student questions from the list below:

Hello.

How are you?

Can you speak English?

Do you understand me?

What’s your name?

What’s your address?

How old are you?

When is your birthday?

What’s the date today?

Have you got any brothers and sisters?

Which country do you come from?

What’s your favourite colour?

What’s 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 you’ll 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

Speaking & Listening Level: ___________________________

A B C D E

Elementary Class

Intermediate Class

Beginner Class


Initial Assessment – Reading & Writing – Marking Guide and Key

English Banana Schools Page 1

How to place a student based on the result of their reading and writing assessment:

0-4 zero beginner 5-14 beginner 15-19 beginner (improving) 20-29 elementary 30-39 elementary (improving) 40-49 intermediate 50-60 intermediate (improving)

Page 1:

1.

a) The student should write their full name.

½ mark: correct spelling using the English alphabet, with initial capital letters 0 marks: incorrect spelling, or one or more punctuation error, or illegible

b) The student should write the date of the assessment.

½ mark: the student writes the correct date in either words or figures. Do not penalise incorrect spelling

0 marks: no date written, or incorrect date/illegible

2.

Capital letters:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

2 marks: all letters are written correctly as above, in the correct order 1 mark: between 1-3 letters are written incorrectly or in the wrong order 0 marks : more than 3 letters are written incorrectly or in the wrong order

Small letters:

a b c d e f g h i j k l m n o p q r s t u v w x y z

2 marks: all letters are written correctly as above, in the correct order 1 mark: between 1-3 letters are written incorrectly or in the wrong order 0 marks: more than 3 letters are written incorrectly or in the wrong order

3.

1 one; 2 two; 3 three; 4 four; 5 five; 6 six; 7 seven; 8 eight; 9 nine; 10 ten




2 marks: all numbers are spelt correctly 1 mark: between 5-9 of the numbers are spelt correctly 0 mark: fewer than 5 of the numbers are spelt correctly

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: all words are written in the correct order 1 mark: between 1-2 mistakes in the order of the words, and/or spelling errors 0 marks: more than 2 errors in the order of the words

7.

a) What is your mum’s name?b) How old are you?

2 marks: both sentences are written and spelt correctly 1 mark: 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)

0 marks: both sentences are written incorrectly

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: all opposite adjectives are written and spelt correctly 1 mark: between 5-9 opposite adjectives are written and spelt correctly 0 marks: fewer than 5 opposite adjectives are written and spelt correctly




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: 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

0 marks: 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: all words are in the correct order and written and spelt correctly, with an initial capital letter

1 mark: 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

0 marks: 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: all words are spelt correctly, without initial capital letters 1 mark: 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

0 marks: fewer than 5 words are spelt correctly

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 ½ mark for each correct answer with correct spelling.




5.

a) full stop; b) apostrophe; c) question mark; d) comma; e) semi-colon; f) hyphen (not dash)

2 marks: all words are written and spelt correctly 1 mark: between 3-5 words are written and spelt correctly 0 marks: fewer than 3 words are written and spelt correctly

6.

a) earrings; shoes; jeans; jacket; trousersb) cleverly; tomorrow; sometimes; nearly; often

2 marks: all incorrectly spelt words are underlined 1 mark: between 5-9 incorrectly spelt words are underlined 0 marks: fewer than 5 incorrectly spelt words are underlined

7.

a) How do you get to the train station from here? orHow do you get from here to the train station?

b) Are you going to the party at Sally’s tonight?

2 marks: both sentences are written correctly as above, with correct punctuation 1 mark: 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)

0 marks: both sentences are written with incorrect word order, with or without punctuation errors

8.

The student should write approximately 30 words about their family

4 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

3 marks: the student writes 3-4 sentences which are good in terms of grammar, spelling and punctuation, but there are between 3-4 errors

2 marks: 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

1 mark: 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

0 marks: the student has not attempted the question or the answer is illegible




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: all answers use a suitable verb infinitive which is spelt correctly 1 mark: between 4-7 answers use a suitable verb infinitive which is spelt correctly 0 marks: fewer than 4 answers use a suitable verb infinitive which is spelt correctly

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. orWhen 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. orWhen the kids have finished their breakfast, I will do the washing up.

2 marks: both sentences are written and spelt correctly, as above 1 mark: 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

0 marks: both sentences are written differently from above, with incorrect word order

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 ½ mark for each correct answer with correct spelling




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 ½ mark for each correct answer with correct spelling

6.

The student should write approximately 40 words about their plans for the future

5 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

4 marks: 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

3 marks: the student writes 4-5 sentences which are good in terms of grammar, spelling and punctuation, but there are between 3-4 errors

2 marks: 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

1 mark: 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

0 marks: the student has not attempted the question or the answer is completely illegible


Student Self-Assessment Form – Information Page


This form can be useful because it gives the teacher more background about a new student’s 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 student’s 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 student’s 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.


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 languageradio 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 yourabilities at the moment:

Reading: Writing: Speaking: Listening:

_________ _________ _________ _________

10. What do you want to gain from doing this course?

____________________________________________________________________


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?” It’s also useful to have something to refer to if you’re 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.


Quick Reference Form – Students


Name: Level: Phone No.: Nationality: Language/s:


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 it’s 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 haven’t 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 student’s 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 student’s 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.


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.


Individual Learning Plan – Learning Agreement


At Course Completion:

Name:

Initial Assessment Results:

Goals Achieved (Teacher’s Signature):

Date:

Course:

Diagnostic Assessment Results:

How Goals will be Achieved:

1.

2.

3.

I agree to the goals stated above (Student’s Signature): Date:

Goals Achieved (Student’s Signature):

Date:

Reason/s for Learning English:

Learning Style and Study Preferences:

Evidence in File? (Y / N & Date):

1.

2.

3.

Short-Term Language Goals:

1.

2.

3.

Long-Term Language Goal:


Individual Learning Plan – Activity Record


Date: Activity: Level of Understanding: Poor OK Good

Comments: Student’s Initials:

Teacher’s Initials:

Name: Course: Dates (From / To):




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 teacher’s 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: _________________________________________________________________




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 about2. Talk to your teacher and centre manager3. Write to the school’s director4. 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 manager2. First written warning3. Second written warning4. Final written warning5. 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. I’m satisfied that all areas of induction have been explained to me in full by ____________________________

Signed (Student): _____________________________________ Date: ___________ Signed (for the School): _____________________________________ Date: ___________


Name Badges / Stickers


Hello! My name is...

English Banana.com


English Banana.com

Hi! My name is...

English Banana.com


English Banana.com

Hi! My name is...

English Banana.com


English Banana.com

Hi! My name is...

English Banana.com

Hi! My name is...

English Banana.com


How to Get Here – School Map


School Director’s Name

School Name

School Address

School Phone No.

School Email Address

Directions:

Insert photo/s of your school’s exterior and interior, as well as local map/s from Google Maps or Multimap.com, etc.


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 can’t come to class

• not smoke, drink alcohol or take drugs during class

• make a positive contribution to the class


During the Course


Class Register


Wk. 1 Wk. 2 Wk. 3 Wk. 4 Wk. 5 Wk. 6 Wk. 7 Wk. 8 Wk. 9 Wk. 10 Name: Date:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Total No. Students:Teacher’s Initials:

/ attendance O non-attendance

A authorised absence (L) late C class closed

Course / Class: Teacher: Days / Times:


Teacher’s Signature: Date:

Date:


Class Attendance Chart


Wk. 1 Wk. 2 Wk. 3 Wk. 4 Wk. 5 Wk. 6 Wk. 7 Wk. 8 Wk. 9 Wk. 10 Total: Name: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Course / Class: Teacher: Days / Times:

= student has attended all classes this week


Feedback Form – During the Course


To be completed by students during a course:

(1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree; NA = don’t know / not relevant)

Please tick a box ( ) to answer each question: 1 2 3 4 N / A

1. I like this course

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:


Resources Questionnaire


Name (Optional): _________________________ Date: _________________

Name of Resource: ______________________________________________

10. Other comments about using this resource:

Thanks for your help in completing this questionnaire!

Please Tick Agree: Do Not Agree:

No Opinion:

1. The resource was easy to use

2. It was clear what I had to do – I understoodthe 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



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


__________________________________________________________________________


Your Name School Name

School Address School Phone No.


With compliments __________________________________________________________________________












Letter Regarding Non-Attendance


Date School Name

School Address

School Phone No.

School Email Address Student Name

Student Address

Dear ___________________ (Student Name)

I’m 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 don’t 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

Teacher’s Signature

Print Name Job Title




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?)

Teacher’s Name: Date / Time of Lesson:

Course Title / Code: No. on Register: No. Present:

Evidence of planning: (Scheme of work seen – Y / N; lesson plan seen – Y / N; ILPs seen – Y / N.)

Comment on differentiation: (How did the teacher cater for the differing needs of the students in the class?)

Venue: Observer’s Name / Job Title:




Action plan for improving weaknesses and teacher’s overall continuing professional development, including any training needs:

This report and action plan has been discussed and agreed by:

Teacher’s Signature: Date: Manager’s Signature: Date:

Overall grade given for this session: (weaker) 1 2 3 4 5 (stronger)

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.)

Comment on the resources that were used: (What worked? What didn’t work? Please comment on the suitability of the learning environment.)

Teacher’s strengths and weaknesses:




What went well during the lesson?

What could have gone better?

Were learning aims and objectives met? (Give reasons for your answer.)

Teacher’s Name: Date / Time of Lesson:

Course Title / Code: No. on Register: No. Present:

Group Summary: (Short description of group: by nationality, age, gender, background, mood, etc.)

Comment on differentiation: (How did you cater for the differing needs of the students in the class?)

Venue: Observer’s Name / Job Title:




Any others comments about your lesson, your class and how we can work together to improve the overall learning experience for our students?

Comment on the assessment methods that you used: (How effective were they? How suitable were they for this particular group?)


Comment on the resources that you used: (What worked? What didn’t work? Explore reasons why.)

Teacher’s training request/s: (How can we support you in the future with your teaching and continuing professional development?)


Withdrawal / Completion Form


Exit Codes: Learner Destination Codes:

A – completed exam(s) – waiting for certificate 1 – will begin next course with us B – completed – time only 2 – full-time work C – transferred to a different class / time (see notes) 3 – part-time work D – withdrawn – low attendance 4 – unemployment E – withdrawn – started work 5 – self-employment F – withdrawn – course not suitable 6 – further education G – withdrawn – financial reason 7 – higher education H – withdrawn – health reason 8 – other (see notes) I – withdrawn – other reason (see notes) 9 – not known

Name: Student No.:

Notes:

Course Title / Code: Teacher:

Last Date in Class: Agreed End Date:

Exit Code:

Today’s Date:

Learner Destination Code:


At the End of the Course


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 = don’t know / not relevant)

Please tick a box ( ) to answer each question: 1 2 3 4 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:



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:



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:


Course Record Form


General Information:

Student Retention:

Assessment:

Course Title / Code:

Level:

No. Weeks:

Day/s: Times:

Start Date: End Date:

No. Guided Learning Hours (GLH):

Break Time/s:

Teacher:

No. Students Enrolled:

No. Students Started: No. Students Completed:

Retention Rate (%) completers vs. starters

Examination Board:

Date/s of Exam/s:

Exam Type & Duration:

No. Students Examined:


Course Record Form


Attendance:

Group Profile:

No. Students Achieved:

Pass rate (%) no. achieved vs. no. examined

No. First Class Passes (75%+) if applicable

No. Students Attended 100% of Classes:

No. Students Attended 80% or More of Classes:

Two Runners-Up Prizes Given for Good Attendance – Awarded to:

Best Individual Attendance (Prize Awarded):

Average Class Attendance (%):

Nationalities:

Languages Spoken / Written:


Course Record Form


Course Trips, Project Work Completed, Special Events, Memorable Occasions, Incidents, etc.:


Notes on Group Dynamics:




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?




Reasons for students not completing the course:

Reasons for students not taking the exam/s (if applicable):

Comment on the resources that are available to you:

What can we do to improve student attendance, retention and achievement during the next course?




Comment on the assessment methods that you used:

Manager’s comments:


English Banana of Work – Beginner ... Overtime Claim Form Expenses Claim Form ... I teach English...

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