pfle teacher's manual (december 2010)

Last update: December 2010

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DIRECCIÓN GENERAL DE DOCENCIA DE PREGRADO CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES

DEPARTAMENTO DE IDIOMAS COORDINACIÓN DE LOS PROGRAMAS DE

FOMENTO AL SEGUNDO IDIOMA Y FOMENTO A LAS LENGUAS EXTRANGERAS


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INDEX

DOCUMENT PAGE

Index

Explanation

TEACHER’S ONLINE PORTFOLIO

Course Plan/Scheme of Work/ Lesson Plan 36

Grade book: Excel file via email 39

Team Teaching Report 40

Exam Feedback 41

Reflection (Activity in online workshops count as reflection) 43

Performance Tasks (uploaded to Moodle)

ADDITIONAL TEMPLATES

10.Learner Needs Analysis 45

11.Learner Survey I 47

12.Learner Survey II 48

13.Listening and Speaking Rubric 49

14.Writing Rubric 50

15.Reading Strategies 51

16.Grasps 56

17.Six Facets of Understanding 57

18.Questioning for Understanding 58

19.References 59

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A letter to you… Dear Teacher (Facilitator), The objective of having a teacher’s manual is to provide an instrument to reflect on how curriculum, assessment, and instruction link together as they pertain to the objectives and interests of the English language learner. Through backward design, we seek to understand what is worthy of understanding, what is evidence of understanding, and what learning experiences best promote understanding (Department of Education…, 2004). The manual begins with the syllabi offered in the Fomento program. This better orientates the English language facilitator as to what the student should already know, what they are to learn during the present course, and what they will learn in future Fomento courses. The next section of the manual contains forms that the facilitator may use throughout the semester in order to share information between students, educators, and coordinators. The first three forms (course plan, scheme of work, and lesson plan) serve only as a guide. If you have a particular layout that you follow for planning your class, feel free to use it. The third part of the manual includes an Excel file with the learners’ grades. An Excel spreadsheet is provided in Moodle and should be used to help keep track of the learners’ achievement. This grade book is to be given to the coordinators at the end of the semester as part of the portfolio. The Team Teaching report/Observation report is an instrument intended to help facilitators reflect and share information and experiences in the classroom. Each semester, each facilitator will team up with another facilitator and team-teach a class. Each facilitator will fill out his or her own report and include it in each respective portfolio. It is expected that each report is different since it is common to have different perspectives from a single experience. Coordination with post signup dates in Yahoo Groups required for team teaching participation. In the event that team teaching is not possible, individual observations will be conducted. An exam/quiz feedback template is provided to give facilitators means of communicating ways of improving the way we assess the language learner. Due dates for submitting feedback templates will be posted in Yahoo Groups, but will generally be a week after each examination. A needs analysis template is provided and should be given out to the language learners the first day of classes. Aside from helping the facilitator design appropriate instruction, this will also serve as a basis of reflection on the part of the facilitator that will be included in his or her portfolio. Reflections should be based on the needs analysis of the class and should share experiences (positive/negative) on the semester. This reflection may include additional resources used in class, activities that were successful or could be changed in the future to better the educational experience, and/or any other general comments about the facilitator’s experience teaching in Fomento. The templates and information included at the end of the manual are intended to assist the facilitator if needed. The forms are not required when submitting the final portfolio at the end of the semester. Completion of the portfolio is part of the teacher evaluation (evaluación al desempeño de jefes de departamento a profesores). Suggestions are always welcome regarding changes to the portfolio in its current form. If we all work together (students, facilitators, and coordinators), we can continue to improve the quality of education we are providing! Cordially, Benjamin Stewart "Education is not the filling of a bucket, but the lighting of a fire." - W B Yeats

Reference: Department of Education Tasmania: Principles of Backward Design. (2004). Retrieved on December 14, 2006 from

http://www.ltag.education.tas.gov.au/planning/models/princbackdesign.htm

http://www.ltag.education.tas.gov.au/planning/models/princbackdesign.htm


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CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES DEPARTAMENTO DE IDIOMAS

COORDINACIÓN DEL PROGRAMA DE FOMENTO AL SEGUNDO IDIOMA (PFSI) 2001

Y PROGRAMA DE FOMENTO A LAS LENGUAS EXTRANJERAS (PFLE)

2006

ENGLISH I (BASIC LEVEL)

HOURS OF THEORY AND PRACTICE: 80 UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR DESCRIPTION

This course is the first of four courses of PFSI and the first of eight courses of PFLE. This course prepares the English language learner (ELL) to improve understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands at a A.1.1 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension. COURSE OBJECTIVE

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

UNIT 1 (New American Inside Out Book 1, Units 1, 2, &3)

Students will understand that: a) Learning a second language makes people feel self-confident when traveling. b) People end up working at jobs they like and dislike for different reasons. c) How has the concept of family changed over time?

Essential Questions:

1. How should one prepare for a trip abroad?

2. How does one’s job reflect one’s personality?

3. How does your relationship with your family define you (i.e. your identity) as an individual? Students will know related grammar, vocabulary, pronunciation and subject matter. Students will be able to produce and interpret appropriate language using a variety of strategies (e.g. meta-cognitive, cognitive, socio-affective, compensating, etc.) Performance Tasks:

Create a concept map of friends and family and explain it to various groups (i.e. like and unlike, good and bad experiences, aging/maturing, etc.)

Create a concept map of items found in different types of related rooms (i.e. home, office, factory doctor’s office, etc.)

Recall a previous event in your life where you and a family member (or friend) had a misunderstanding and the effects that misunderstanding had on you and others. Illustrate the event (i.e., poster board) and tell the story.

UNIT 2 (New American Inside Out Book 1, Units 4, 5, & 6)

Students will understand that:

a) Individuals express their differences in ways that are culturally driven.

b) The concept of time is culturally driven.

c) Scheduling one’s day can lead to a more productive and enjoyable lifestyle.

d) Creating a successful festival requires accepting a wide variety of perspectives that are representative of a culture


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Essential questions:

1. How do people demonstrate their individuality?

2. When is it appropriate to not respect the concept of time within a particular cultural context?

3. How can scheduling your day lead to a healthier lifestyle?

4. How can local festivals (e.g., Fair of San Marcos) lead to unexpected problems for local citizens?

Students will know related grammar, vocabulary, pronunciation and subject matter.

Students will be able to produce and interpret appropriate language using a variety of strategies (e.g. meta-cognitive,

cognitive, socio-affective, compensating, etc.)

Performance Tasks:

In groups of three, assume you are a marriage counsel and are responsible for conducting a counseling session

where you must demonstrate the different perspectives between a husband and wife (who happen to be having

difficulties resolving a conflict). Offer solutions that might help resolve their disagreements.

A family member or friend is having a birthday and you want to throw him/her a surprise party. In groups of four, see

who can design the coolest party at the cheapest price.

Design a healthy dietary plan for a busy, city dweller and explain.

Prepare a resume and include a personal section that includes related interests and experiences.

UNIT 3 (New American Inside Out Book 1, Units 7 & 8)

Students will understand that...

a) Practicing extreme sports might be risky

b) Being alone is a good way to make up your mind.

c) Important events in life are forever.

d) People choose when going on vacation their stay according to their needs.


1. How can practicing extreme sports be harmful?

2. How do memorable days mark each one’s life?

3. When is being alone beneficial?

4. What special characteristics/facilities do people look for in hotels?


Students will be able to produce and interpret appropriate language using a variety of strategies (e.g. meta-cognitive,


Performance Tasks:

Conduct an interview role-play while other groups members critique it.

In a role-play, try to convince a costumer to buy a time-share in a hotel in Puerto Vallarta.

Senior students are about graduating, offer them a graduation trip. Offer the different water sports they can do.

METHODOLOGY

English language learners will work with facilitator to organize both task and content-based instructional activities that achieve understandings based on unit objectives. To understand means that ELLs can explain, can interpret, can apply, have perspective, can emphasize, and have self-knowledge (Wiggins and McTighe , 2005, p. 84). Based on a classroom needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part, through the use of technology. The teacher will provide opportunities for students to make use of cognitive, meta-cognitive and compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and quizzes,


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academic prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English language.

ASSESSMENT FOR WINTER/SUMMER CLASSES (INTENSIVOS): INSTRUMENT POINTS

2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 READING EXERCISES 34 HOMEWORK, PARTICIPATION, WORKBOOK 25 TOTAL 340 POINTS ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS): INSTRUMENT POINTS

2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 READING EXERCISES 34 CAADI 25_________ TOTAL 340 POINTS

CAADI requires the development of a portfolio, which includes the following: FIRST REPORT (worth 12.5 points)

1. 4 HOURS ATTENDANCE MINIMUM 2. CONVERSATION CLUB OR CAADI

WORKSHOP 3. 2 WORKSHEETS

SECOND REPORT (worth 12.5 points)

4 HOURS ATTENDANCE MINIMUM

CONVERSATION CLUB OR CAADI WORKSHOP

2 WORKSHEETS

Due dates for the 1st and 2nd CAADI reports are posted in CAADI. If learner fails to present CAADI reports to the facilitator by or before these dates, no points will be given to each respective report. Moreover, CAADI attendance, conversation clubs, and worksheets are to be completed in full. Failure to complete any one of these will mean losing points for each respective report.

NOTE:

1. Learner needs a minimum of 272 points to get an A (acreditado); otherwise, learner will be given an NA (no acreditado).

2. Minimum of 80% classroom attendance is required; if not, learner will get an SD (sin derecho). Attendance will be taken each day for classes that meet Monday through Friday. For Saturday classes and intensive classes, attendance will be taken once at the beginning of class and again after the break.

REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Elementary A. Macmillan

Publisher Limited (Student books and workbook).

Lucatoni, P. (2003) Key English Test (KET). Spain: Longman

Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd Edition) Upper Saddle River, New Jersey,

Columbus, OH: Pearson.


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STUDENT PROGRESS AND REFLECTION

Progress

Cursos

Extensivos

1st Partial

exam

1st Quiz 2nd Partial 2nd Quiz Reading Focus CAADI TOTAL points you have

correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam

1st Quiz 2nd Partial 2nd Quiz Reading Focus -- TOTAL points you have

correct/points

possible (%)

Points you have

correct

Points Possible

Reflection

Language functions Grammar Vocabulary Listening Speaking Reading Writing

My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


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2006

ENGLISH II (BASIC LEVEL)


This course is the second of four courses of PFSI and the second of eight courses of PFLE. This course prepares the English language learner (ELL) to improve understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands at a A.1.2 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension. COURSE OBJECTIVE

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

UNIT 1 (New American Inside Out, Elementary, units 9, 10, &11)


a) Beauty is in the eye of the beholder

b) Enjoying a vacation depends on a personals background and personality

c) One’s diet can lead to both positive and negative learning experience at the collegiate level


1. How does one “transmit” beauty?

2. How do you plan for a vacation in such a way that assures that everyone will have an enjoyable time?

3. Why is it important to eat right when attending school?


Students will be able to produce and interpret appropriate language using a variety of strategies (.e.g. meta-cognitive,

cognitive, socio-affective, compensating, etc. )

Performance Tasks:

You are an interior designer, redesign your bedroom and explain the reasons you made those changes.

Your job is to create a diet for a pregnant woman who has hard times struggling with its weight and that suffers from

diabetes.

You are the fashion style of three celebrities; decide what they are going to wear to present a new book to be part of

a dancing festival and to go to a formal dinner.

UNIT 2 (New American Inside Out Elementary, units 12, Review, 13 & 14)


a) The most valuable things have no price.

b) Morning routines vary according to personalities.

c) Most people have talents, but sometimes they are hidden.

d) Sometimes people do not know they have hidden talent.

e) Everything on TV is not always as it appears.


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1. Why is money never enough?

2. What does your money routine depend on?

3. How do people really see you?

4. Why is reality TV very popular?




Performance Tasks:

You are the financial advisor of a housewife; teach her hoe to spend her money.

You are the judge in a talent show, explain the participants their best and worst attributes.

Present the news as on TV.

UNIT 3 (New American Inside Out Elementary, units 15, 16 and Review)


a) Old friends are not always how they use to be.

b) Driving to somewhere can be the best or worst experience ever.

c) Similar characteristics can be found according to your profession.

c) Personal characteristics can be related to your occupation.


1. Why do people change over the years?

2. How can driving be annoying and relaxing for people?

3. Why are some abilities proper of some jobs?

4. Students will know related grammar, vocabulary, pronunciation and subject matter.




Performance Tasks:

Bump into an old friend and (explain) catch up all things you have done since you graduated from high-school.

Pretend you are taking driving lessons and your instructor explains what you have to do in case you find unexpected

things.

Create an application from where you explain what characteristics might help you in your job. Apply for the job and

decide if the person is qualified.

Create a debate over global warming.

METHODOLOGY

English language learners will work with facilitator to organize both task and content-based instructional activities that achieve understandings based on unit objectives. To understand means that ELLs can explain, can interpret, can apply, have perspective, can emphasize, and have self-knowledge (Wiggins and McTighe , 2005, p. 84). Based on a classroom needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part, through the use of technology. The teacher will provide opportunities for students to make use of cognitive, meta-cognitive and compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and quizzes, academic prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English language.


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2 WORKSHEETS




2 WORKSHEETS


NOTE:



REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Elementary B. Macmillan




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Progress

Cursos

Extensivos

1st Partial

exam


correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam


correct/points

possible (%)

Points you have

correct

Points Possible

Reflection


My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


12




2006

ENGLISH III (BASIC LEVEL)


This course is the third of four courses of PFSI and the third of eight courses of PFLE. This course prepares the English language learner (ELL) to improve understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands at a A.2.1 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension. COURSE OBJECTIVE

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

UNIT 1 (New American Inside Out, Pre-Intermediate, units 1, 2)


a) Parents choose their children’s name for different reasons.

b) People live urban and rural places for a variety of practical reasons.


1. What’s in a name? Why do people choose their children’s name?

2. How do people decide where they are to live??




Performance Tasks:

You work at a travel agency and a newlywed couple has asked you advice as to where they should spend their

honeymoon. Create any visuals. (I.e. brochures, pamphlets, photos, videos, etc. to support your discussion.

You just came back from a long trip, show your pictures to your friends and describe the places you visited.

You are married and expecting a baby, decide on what name you are going to give to your baby. Give reasons.

UNIT 2 (New American Inside Out, Pre-Intermediate, Units 3, Review & 4)


a) Getting too personal depends on one’s disposition

b) Resolving conflict is part of any worthwhile relationship

c) Shopping for someone means really knowing that person


1. What makes a successful relationship?

2. What makes a person your best friend?

3. Why some people are considered shopaholics?


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Performance Tasks:

You offer marriage counseling to famous couples, give advice to save their marriage considering they are on the

spotlight.

You are a school counselor and your job is to provide advice in scheduling three of your classmate’s week so that

you are better prepared to succeed academically at school as well as maintain a healthy diet.

You are a financial counselor and your job is to offer financial assistance to a student with students’ loans.

You are a fashion designer and you have to introduce your new collection to fashion experts explain what your

inspiration was and give a detailed explanation of your outfits.

UNIT 3 (New American Inside Out, Pre-Intermediate, units 5, 6 & Review)


a) Certain types of sports are culturally based

b) People choose professions for a variety of reasons

c) Similarities and differences in personality are caused by both nature and nurture


1. What roles does culture play in certain types of training that pertain to Mexican culture?

2. What makes a good job?

3. How do you identify yourself when you are with family and friends?




Performance Tasks:

Provide a presentation introducing a new business that you think would be successful in Aguascalientes. Your

success depends on how well you influence potential investors.

Imagine you are counselor and have been asked to work with a family in order to resolve a personal conflict (of your

choice). You will be assessed on how you express the different perspectives of each family member and/or friends

that are connected with the person with the conflict and how the conflict might be managed.

METHODOLOGY

English language learners will work with facilitator to organize both task and content-based instructional activities that achieve understandings based on unit objectives. To understand, as defined by Wiggins and McTighe, means that ELLs can explain, can interpret, can apply, have perspective, can emphasize, and have self-knowledge (2005, p. 84). Based on a classroom needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part, through the use of technology. The teacher will provide opportunities for students to make use of cognitive, meta-cognitive and compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and quizzes, academic prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English language.


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2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 READING EXERCISES 34 HOMEWORK, PARTICIPATION, WORKBOOK 25 TOTAL 340 POINTS

ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS): INSTRUMENT POINTS





2 WORKSHEETS SECOND REPORT (worth 12.5 points)



2 WORKSHEETS Due dates for the 1st and 2nd CAADI reports are posted in CAADI. If learner fails to present CAADI reports to the facilitator by or before these dates, no points will be given to each respective report. Moreover, CAADI attendance, conversation clubs, and worksheets are to be completed in full. Failure to complete any one of these will mean losing points for each respective report.

NOTE:


2. Minimum of 80% classroom attendance is required; if not, learner will get an SD (sin derecho). Attendance will be

taken each day for classes that meet Monday through Friday. For Saturday classes and intensive classes, attendance will be taken once at the beginning of class and again after the break.

REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Pre Intermediate A.

Macmillan Publisher Limited (Student books and workbook).


Wiggins, G., & Mc.Tighe, J. (2005). Understanding by Design (Expanded 2nd Edition) Upper Saddle River, New Jersey,



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Progress

Cursos

Extensivos

1st Partial

exam


correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam


correct/points

possible (%)

Points you have

correct

Points Possible

Reflection


My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


16




2006

ENGLISH IV (BASIC LEVEL)


This course is the fourth and final course of PFSI and the fourth of eight courses of PFLE. This course prepares the English language learner (ELL) to improve understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands at a A.2.2 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension. COURSE OBJECTIVE

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

UNIT 1 (New American Inside Out, Pre-Intermediate, units 7 & 8)


a) Society is and is not realizing the results of climate change

b) Making a first impression may or may not contribute to a successful, long-term relationship


1. Why is “thinking green” a hot topic today?

2. How do first impressions affect one’s view of someone over time?


Students will be able to produce and interpret appropriate language using a variety of strategies (.e.g. meta-cognitive, cognitive,

socio-affective, compensating, etc.)

Performance Tasks:

Design a mini-project to make people aware about the importance of thinking green and the consequences of global

warming.

You are an academic counselor in a high school; give options of majors according to their interests, abilities and

working opportunities.

Your task is to counsel a foreign student on correct dating practices in your country. Provide a how-to video that

explains the dos and don’ts of getting to know someone for the first time.

UNIT 2 (New American Inside Out, Pre-Intermediate, units 9, Review & 10)


a) One’s facial features say a lot about one’s personality.

b) One’s outlook on life can have positive physical benefits as well


1. How can a smile express how one feels?

2. How do past events affect you as either an optimist or pessimist?

3. What changes can you make on a daily basis that can positively affect your future health?



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Performance Tasks:

You are a psychoanalyst and you have to evaluate your patients’ behavior through their face features and body

language. Create a report of what you observed in your patients.

Your family is going camping and you have been elected to schedule the entire trip in order that each person enjoys

him/herself. Present your plan to your family and anticipate their responses.

You work for a morning TV show that will run a special on how to change your lifestyle in order to conduct a more

productive life. Your goal is to know your audience and to determine the best advice to give.

UNIT 3 (New American Inside Out, Pre-Intermediate, units 11, 12 & Review)


a) Pets provide emotional attachment that lead individuals to feel they are a part of the family

b) Choosing the perfect pet means considering one’s own lifestyle.

c) A change in climate can lead to change in behaviors and attitudes.


1. Why are some people attached to their pets?

2. How does one decide whether or not to get a pet?

3. What makes a worthwhile journey?




Performance Tasks:

You work in a pet shop, one of your clients wants to get a pet, but he/she needs it to have certain characteristics. Give

him/her different opinions and explain the advantages and disadvantages of buying it.

You are a travel agent and a family (your classmates) has asked that you plan a trip for their next vacation.

The family is very impatience and demanding (e.g. they are wanting to do a lot of different things during their vacation)

and will remain at your desk until you have made all the appropriate reservations (i.e., transportation, hotel

accommodations, etc.)

METHODOLOGY

English language learners will work with facilitator to organize both task and content-based instructional activities that achieve understandings based on unit objectives. To understand, as defined by Wiggins and McTighe, means that ELLs can explain, can interpret, can apply, have perspective, can emphasize, and have self-knowledge (2005, p. 84). Based on a classroom needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part, through the use of technology. The teacher will provide opportunities for the students to make use of cognitive, meta-cognitive and compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and quizzes, academic prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English language.


18











NOTE:




REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Pre Intermediate B.






19


Progress

Cursos

Extensivos

1st Partial

exam


correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam


correct/points

possible (%)

Points you have

correct

Points Possible

Reflection


My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


20

CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES

DEPARTAMENTO DE IDIOMAS COORDINACIÓN DEL PROGRAMA DE FOMENTO AL SEGUNDO IDIOMA (PFSI)

2001 Y

PROGRAMA DE FOMENTO A LAS LENGUAS EXTRANJERAS (PFLE) 2006

ENGLISH V (INTERMEDIATE LEVEL)

HOURS OF THEORY AND PRACTICE: 80: UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR

DESCRIPTION

This course is the fifth of eight courses of PFLE. This course prepares the English language learner (ELL) to improve understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands at a B1.1 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension. COURSE OBJECTIVE

At the end of the course, learners will begin to understand main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.; will begin to deal with most situations likely to arise whilst traveling in an area where the language is spoken; will begin to produce simple connected text on topics, which are familiar, or of personal interest; will begin to describe experiences and events, dreams, hopes, and ambitions; and briefly give reasons and explanations for opinions and plans. (B1.1: Threshold)

UNIT 1 (New American Inside Out, Intermediate, Units 1 & 2)


a) An individual’s view of friendship is based on past experiences.

b) People go “above and beyond” what they normally might when they are asked or required to perform under stressful

conditions.


1. How do you resolve conflict with your friends?

2. How do you choose your friends?

3. When have you been asked to do something you thought you could never do? How did you deal with this situation?




Performance Tasks:

You are in charge of the friends-reunited web-side. Arrange a reunion of ex-classmates from a specific generation and

school.

Organize a party for ex-classmates and talk about the differences and similarities you find in them.

You are a TV host of a talk show and are interviewing individuals you are addicted to adrenaline rushes. As the host,

you must entertain both the quests and the audience.

You are a TV producer and must create a “Survivor-like” show. You should consider all aspects needed in making a

successful (i.e., high ratings) show.


21

UNIT 2 (New American Inside Out, Intermediate, Unit 3, Units 3, Review A, & 4)


a) An individual’s view of family is based on past experiences

b) Social protocol when dating has much to do with one’s socio-cultural background

c) Festivities are representative of a groups socio-cultural attributes and are historically based

d) Special events can produce long-lasting memories


1. Why is it important to follow social protocols when dating?

2. How and why have festivals changed over time?

3. How can the same festive experience be interpreted both “good” and “bad”?




Performance Tasks:

You are a match-maker and have to advise your clients about the social protocols to follow when dating. Represent the

before and after the advisory session and the final result.

You are a historian. You are studying the most important festivities and traditions from over the world. Present the

festivities you found more interesting in class.

You are the host of a reality TV. called “globetrotting”. Film an episode that shows the traditions of this place.

You are a party planner; your job is to convince an important person to hire you as the planner of his/her event. Present

your idea so that he/she is convincing about your job.

UNIT 3 (New American Inside Out, Intermediate, units 5, 6 and Review B)


a) Eating habits depend on a person’s daily routine

b) One’s eating habits change over time

c) The concept of time is culturally based

d) Working harder does not mean working smarter


1. How and why has fast-food become so prevalent around the world?

2. How does the concept of time differ in Mexico in relation to other parts of the world?

3. What decisions do you make on a daily basis that affects (for better or worse) your diet?




Performance Tasks:

You suffer from diabetes and overweight, and need to go on a diet. As a nutriologist, you are asked to create a diet for

your patient that will help the person better maintain the disease. Present problems your patience might face if your

diet is not followed properly.

You are a producer for the TV problem Iron Chef. You must create a program that allows chefs to compete for the best

meal.

Create a talk show to introduce an expert on time management. Your audience are those who struggle with prioritizing

their commitments. Your goal is to make clear recommendations that will help your audience in a practical way


22

METHODOLOGY

English language learners will work with facilitator to organize both task and content-based instructional activities that achieve understandings based on unit objectives. To understand, as defined by Wiggins and McTighe, means that ELLs can explain, can interpret, can apply, have perspective, can emphasize, and have self-knowledge (2005, p. 84). Based on a classroom needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part, through the use of technology. Assessment will be in the form of observations and dialogues, tests and quizzes, academic prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English language. ASSESSMENT FOR WINTER/SUMMER CLASSES (INTENSIVOS): INSTRUMENT POINTS

2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 ACADEMIC EXERCISES 34 HOMEWORK, PARTICIPATION, WORKBOOK 25 TOTAL 340 POINTS


2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 ACADEMIC EXERCISES 34 CAADI 25_________ TOTAL 340 POINTS








NOTE:




REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Intermediate A. Macmillan






23


Progress

Cursos

Extensivos

1st Partial

exam

1st Quiz 2nd Partial 2nd Quiz Academic

Focus

CAADI TOTAL points you have

correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam


Focus

-- TOTAL points you have

correct/points

possible (%)

Points you have

correct

Points Possible

Reflection


My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


24

CENTRO DE CIENCIAS SOCIALES YHUMANIDADES


2001 Y

PROGRAMA DE FOMENTO A LAS LENGUAS EXTRANJERAS (PFLE) 2006

INGLÉS VI (INTERMEDIATE LEVEL)

HOURS OF THEORY AND PRACTICE: 80 UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR

DESCRIPTION

This course is the sixth of eight courses of PFLE. This course prepares the English language learner (ELL) to improve understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands at a B1.2 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension. COURSE OBJECTIVE

At the end of the course, learners will understand main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.; will deal with most situations likely to arise whilst traveling in an area where the language is spoken; will produce simple connected text on topics, which are familiar, or of personal interest; will describe experiences and events, dreams, hopes, and ambitions; and briefly give reasons and explanations for opinions and plans. (B1.2: Threshold)



a) The way in which writers create a news headline can attract the reader to the article

b) Planning a vacation trip requires understanding the vacationer(s)

c) Celebrities struggle with privacy issues in many different ways.


1. How can a society combat crime?

2. How should celebrities deal with the spotlight?

3. How and why do people decide to travel?




Performance Tasks:

You are part of a Crime Scene Investigation. Reconstruct the facts to solve and get the criminal. Represent the

whole scene and get the criminal.

You are a famous celebrity and your name has just appeared on the tabloids for something you said with no

intention. Face the media and explain what really happened.

You are married and want to please your couple to go on a trip. Go to a travel agency and ask for well

recommended places to visit.

You work for a travel agency and you have been asked to schedule a vacation for a family that has certain cultural

interests. You must find out what those interests are and then present two options for traveling that are based on

these interests. The vacation that you choose must also be within their budget.


25

UNIT 2 (New American Inside Out, Intermediate, Unit 9, Review C and Unit 10)


a) Stereotypes categorize groups of people and can influence one’s perception

b) Movies are often inspired from books but may offer a difference in the interpretation of the story

c) It takes a village to raise a child


1. How do stereotypes lead to conflicts?

2. When are stories depicted in books better than in movies?

3. How does what a child or young adult learns at school differ than what the individual learns at home?




Performance Tasks:

You are promoting a movie in a foreign country. Explain the role of your character and what the movie is about.

Support yourself on the other characters.

You are a family counselor and your job is to work with parents and their children in order to help the children

overcome being ridiculed at school by the way the individual dresses. The parents are not handling the situation well

and they need your expertise in explaining what the children feels and what is happening at school. Your job will be

considered complete when you help the parents to understand and to reinforce their relationship with their children.

Help the parents by producing a chart of possible situations and possible solutions, providing examples.

You are the author of an important book. Present your book to your fans and explain what it is about and how the

story might be made into a movie.

UNIT 3 (New American Inside Out, Intermediate, Unit 11, Unit 12 and Review D)


a) People do things they later regret

b) Age can influence the emotion of love

c) First impressions are not everything


1. How should one deal with regret?

2. Should there be an “age requirement” in order to get married?

3. How first impressions can influenced subsequent interactions?




Performance Tasks:

You work for a famous TV show and are asked to report a red-carpet event. Ask the celebrities what they are

wearing and discuss their clothing choices as good or bad.

You work as a psychologist, and have a single mother and son as patients. Try to mend their relationship by

analyzing what causes them to be apart from each other and what originally caused their difficult relationship.

You work for the famous TV show what not to Wear. Surprise someone by providing this person with an extreme

makeover. Your goal is to change the person’s image for the better.


26

METHODOLOGY


2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 ACADEMIC EXERCISES 34 HOMEWORK, PARTICIPATION, WORKBOOK 25 TOTAL 340 POINTS






2 WORKSHEETS




2 WORKSHEETS


NOTE:



REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Intermediate B.






27


Progress

Cursos

Extensivos

1st Partial

exam


Focus


correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam


Focus


correct/points

possible (%)

Points you have

correct

Points Possible

Reflection


My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


28




2006

ENGLISH VII (INTERMEDIATE ADVANCED)


DESCRIPTION

This course is the seventh of eight courses of PFLE. This course prepares the English language learner (ELL) to improve basic interpersonal communicative skills (BICS) and cognitive academic language proficiencies (CALP) through in-class and outside-of-class activities. Building on understandings from levels 1 through 6, a holistic learning design will focus on the integration of the following strands at a basic level: listening, speaking, writing, viewing, and representing, with specific academic purposes. COURSE OBJECTIVE

English language learners (ELLs) will begin to understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Ells will begin to express him/herself fluently and spontaneously without much obvious searching for expressions. Ells will begin to use language flexibly and effectively for social, academic and professional purposes. Ells will begin to produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devises. (B2.1: Vantage)



a) How you see yourself may be different than how others see you

b) The clothes one wears may or may not tell a lot about the person.

c) House guests can be both an enjoyable experience and a nuisance

d) Bringing a significant other home to meet the parents rests in both cultural and family traditions


1. How does your own self-image influence how others feel about you?

2. When is it appropriate to bring your boyfriend or girlfriend home to meet your parents?

3. How important is having your parents’ approval when selecting friends or boy/girlfriends?

4. How much of what you wear represents what you are about?

5. How much thought goes into buying new clothes?

6. When do house guests overextend their welcome?




Performance Tasks:

You are a family counselor and your job is to work with some parents and their child in order to help the child

overcome being ridiculed at school by the way he/she dresses. The parents are not handling the situation well and

they need your expertise in explaining what the child feels and what is happening at school. Your job will be

considered done when you can help the parents understand and to reinforce their relationship with their child. Help

the parents by producing a chart of possible situations and possible responses, providing examples.

You are a psychologist; your job is to resolve problems between the parents and their child/children. The child (or

children) complains that his parents never have time to listen, and when they do listen they never understand “a

word he says”. The parents say that they have tried to allow more time at time but their child is not responding in

kind (i.e., the child is not never home). Your job is to resolve the relationship taking into consider both the parents

and child’s perspective.

You have been together with your girlfriend/boyfriend for a long time and now you want to introduce him to your

family - you think the relationship is setting serious. Plan a get-together so that you can create the best experience


29

possible. Remember to consider who your parents are and the personality of your significant other to assure the

meeting is as pleasant as possible.

UNIT 2 (New American Inside Out, Intermediate, Unit 3, Review A, Unit 4)


a) Money is not necessarily the meaning to happiness.

b) Treasured possessions often worth more than a million dollars.

c) Challenging situations make the human grow tougher.

d) Healthy eating is often forgotten in the every day's life.


1. How much money do you need to get by and how much leads to luxurious living?

2. How is money the root of all evil?

3. Why are treasured possessions often more valued than money?

4. What does it mean to face a challenging situation and how does it help you in your life?




Performance Tasks:

You work at a food pantry that provides food for low-income families. You have just been informed that you do not

have enough money to provide the health services you offer, and in order to continue for the next six months, you

need $50,000 USD. Your job is to visit various private companies in hope that you can receive donations in this

amount in order to keep the pantry going. Your presentation should include who they are, the services you provide,

and why your service is so important for the local community.

You have been hired in a company to help them manage their finances. Even though the company has had profits,

it has been running in red numbers. Make a plan to demonstrate that there can be profits as well as good salaries.

Explain thoroughly how the organization would work and who would be responsible for doing what activities.

Present it to the class and compare it to others in your class.

The principal of a high-school hired you to present the importance of addictions (alcohol, cigarettes, drugs, etc.).

Build up a presentation that includes the results of a case to study, why people cannot stop doing it even when they

know it is bad for their health, and what activities they could do to prevent addictions.

UNIT 3 (New American Inside Out, Intermediate, Unit 5, unit 6 and Review B)


a) Rites of passages are culturally related and based on personal interests and family traditions

b) Superstitions are often simply a result of non-intentional chances in life

c) Vegetarians have a variety of motives that drive eating habits

d) Restaurants waste too much food that can be channeled to helping others who are starving


1. What are some rituals in your culture that you agree or disagree with? How do your personal rituals differ from those

usually associated with your cultural background?

2. How and why have rituals changed over time?

3. What can you do to help prevent hunger?

4. Why do people become vegetarian?




Performance Tasks:


30

You are a historian trying to find the top five rituals in Mexico. Choose one of them and represent it in a role-play,

after, explain what it consisted about.

Hunger has become an important issue in our world; create a campaign to make people aware of this problem.

Propose a plan to raise money of get donations to fight this problem.

The consciousness of a healthy diet rests in the correct planning of food. Present a healthy eating plan that help

people keep fit and with energy to face their everyday routines.

METHODOLOGY


2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 ACADEMIC EXERCISES 34 HOMEWORK, PARTICIPATION, WORKBOOK 25 TOTAL 340 POINTS ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS): INSTRUMENT POINTS





2 WORKSHEETS





NOTE:



REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Upper Intermediate A.






31


Progress

Cursos

Extensivos

1st Partial

exam


Focus


correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam


Focus


correct/points

possible (%)

Points you have

correct

Points Possible

Reflection


My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


32




2006

ENGLISH VIII (LOWER ADVANCED)


DESCRIPTION

This course is the eighth of eight courses of PFLE. This course prepares the English language learner (ELL) to improve basic interpersonal communicative skills (BICS) and cognitive academic language proficiencies (CALP) through in-class and outside-of-class activities. Building on understandings from levels 1 through 7, a holistic learning design will focus on the integration of the following strands at an upper intermediate level: listening, speaking, writing, viewing, and representing, with specific academic purposes. COURSE OBJECTIVE

English language learners (ELLs) will understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Ells will express him/herself fluently and spontaneously without much obvious searching for expressions. Ells will to use language flexibly and effectively for social, academic and professional purposes. Ells will produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devises. (B2.2: Vantage)



a) Cosmetic surgery can be addictive.

b) Traveling can relieve stress as well as be a root cause of it

c) Beauty is in the eye of the beholder


1. What are the reasons people go on a trip?

2. Why is cosmetic surgery addictive to some people and how can it be prevented?

3. How can people find ways to interact with strangers when taking a vacation?

4. What makes a person attractive?




Performance Tasks:

You are the host of a talk-show, interview two people who have gone through cosmetic surgery. Discuss the pros

and cons of it. Mention what advantages and disadvantages you would face when having it.

You are a relationship counselor and must give advice to a client on how to meet people. Your client is very

reserved (i.e., shy, quiet, etc.) and has trouble making friends. Provide a video or presentation teaching your client

how to be more outgoing. Provide examples of situations and phrases that will help your client meet new friends.

Planning vacation could be all an issue. You and your friends are trying to spend some time somewhere else in the

world, to give yourselves a break from your routine. Each one mentions the place that would like to visit and the

reasons why it is the best place to go, have a little discussion with your friends and try to convince them of your

place.


33

UNIT 2 (New American Inside Out, Intermediate, Unit 9, Review C, Unit 10)


a) Works of art transmit emotion and perspective

b) Ancient ruins represent an entire life history of civilizations and ethnic groups.

c) Media influences people in ways that is not always positive

d) Information in tabloids can skew reality.


1. What makes the Seven Wonders of the Ancient World wonders? How do the Seven Wonders compare to your own

person seven wonders?

2. When in life have you felt that tabloids exaggerate reality unfairly?




Performance Tasks:

You are the host of a T.V. show in history channel. Find some ruins nearby your community (any hacienda, old

house, etc.) Create a story of an important event that happened there. Film it and report it to the teacher.

Pretend you are a tourist guide in Aguascalientes, and make a presentation of the most important places in the city.

Explain the kind of architecture of the buildings, squares, churches, etc.

Videotape a commercial for any product or program on T.V. Try to convince your audience to buy it or watch. Select

your words appropriately, so it is not too long or too short.

UNIT 3 (New American Inside Out, Intermediate, Unit 11, Unit 12, and Review D)


a) Prioritizing one’s time can oftentimes determine how well a student does in school.

b) Home is where your head lays.

c) House’s furnishing depends on the people’s interests and routines.


1. How do you schedule your time at school and at home to reduce stress?

2. What makes a home (i.e., the physical structure) a home (i.e., the feeling of living in a particular place)?

3. When do you realize that you need to change your priorities in order to be a better student?

4. When looking for a new house to live, what criteria do you consider the most important? Why?




Performance Tasks:

Pretend you are a real estate agent. You have a very difficult client because he wants it all in a house. He has two

children, a dog and her wife wants to live in a penthouse. Find a place that is proper to their needs, try to convince

them it is the best option and respect their budget.

You work as a school counselor and one of your counseling students has problems with his grades, you know he is

smart but he does not organize his time properly. Talk to him and try to find a solution this problem so he can raise

his grades.


34

You are in charge of an opening house event, show it and explain the materials used in the house, the design and

architecture. At the end this will be considered a success if somebody buys the house.

METHODOLOGY


2 PARTIAL EXAMS (53 points each) 106 1 FINAL EXAM 107 QUIZZES (MINIMUM OF TWO) 68 ACADEMIC EXERCISES 34 HOMEWORK, PARTICIPATION, WORKBOOK 25 TOTAL 340 POINTS ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS): INSTRUMENT POINTS





2 WORKSHEETS




2 WORKSHEETS


NOTE:



REFERENCE

Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Upper Intermediate B.






35


Progress

Cursos

Extensivos

1st Partial

exam


Focus


correct/points

possible (%)

Points you have

correct

Points Possible

Cursos

Intensivos

1st Partial

exam


Focus


correct/points

possible (%)

Points you have

correct

Points Possible

Reflection


My objectives

for Unit I are…


My objectives

for Unit II are…


My objectives

for Unit III are…


36

COURSE PLAN

TEACHER’S NAME:

LEVEL/PERIOD: DATE/HOUR: NUMBER OF STUDENTS:

COURSE OBJECTIVE:

WEEK CONTENT OBSERVATION


37

SCHEME OF WORK

TEACHER’S NAME:


UNIT OBJECTIVE:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

CLASS OBJECTIVE

LANGUAGE SKILLS

LEARNING STATEGIES

INTERACTION PATTERNS

STAGE 1

STAGE 2

STAGE 3

MATERIAL

HOMEWORK

COMMENTS


38

LESSON PLAN

TEACHER’S NAME:


CLASS OBJECTIVE:

ASSUMPTIONS:

ANTICIPATED PROBLEMS:

STAGE/AIM GROUP MANAGEMENT

PROCEDURE TIME


39

Screen clipping taken: 27/07/2007, 7:51 AM

Grade book screenshot


40

TEAM TEACHING

TEACHER’S NAME:


CLASS OBJECTIVE:

Length of lesson (in minutes): ______________________________________________________________________________________

Objectives:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Teachers giving the lesson:________________________________________________________________________________________

Materials needed:_______________________________________________________________________________________________

Short description of any instruction that leads up to this lesson (if needed):___________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Step-by-step plans for presenting the lesson:

Note – You may include approximate times, if you wish.______________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Short description of any follow-up activities

(optional):______________________________________________________________________________________________________

______________________________________________________________________________________________________________

Comment:______________________________________________________________________________________________________

______________________________________________________________________________________________________________


41

EXAMS FEEDBACK

TEACHER’S NAME:

LEVEL: NUMBER OF STUDENTS: HOUR:

PERIOD: DAYS CLASS MEETS:

What specific things would you change in the exams? List the problem number and rewrite what you think would be more appropriate) First Partial Exam

Multiple choice section

Reading section

Listening section

Second Partial Exam


Reading section

Listening section

Final Exam


Reading section


42

Listening section

How difficult were the exams for students?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Did the exam cover what you presented in class?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Was the level appropriate for your students?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

What was the reaction of your students toward the exams?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Was the type of questions used in the exams appropriate for evaluating your students?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

GENERAL COMMENTS ABOUT THE EXAMS:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________


43

REFLECTION

Add your own personal reflection.


44

ADDITIONAL TEMPLATES

(not necessary for the portfolio)


45

LEARNER NEEDS ANALYSIS

TEACHER’S NAME:


Student’s name:____________________________________________________________________________________________________________

Birthday: __________________ Where were you born? ____________________________________________________________________________

What is your major (i.e., medicine, accounting, economics, etc.)? _____________________________________________________________________

How long have you been studying English? Can you recall any positive or negative learning experience?

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

What are your goals for this class? What do you want to learn?

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

What are your personal interests outside of school?

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

What are some of your hobbies?

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

How often do you use the Internet? Do you have access to the Internet at home?

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Have you spent time abroad or do you have family/friends that live abroad?

Explain. __________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

What are your strengths and weaknesses when communicating in English?

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________


46

CIRCLE THE BEST OPTION FOR YOU.I feel that I learn better… A) alone, with the teacher directing the entire class. B) in pairs. C) an small groups, reporting back to the class. D) in large groups completely on your own. I learn better by… A) doing things. B) seeing things. C) hearing things. D) being in physical contact with things. I like learning by… A) memory. B) getting information for yourself. C) listening. D) reading. B) copying off the board.

I prefer to be corrected… A) immediately, in front of everyone. B) immediately, in private. C) at the end of the activity, in front of everyone. D) at the end of the activity, in private. E) other, __________________________________________________________________________________________________________________. I prefer my teacher to use this type of evaluation for my speaking… A) self evaluation. B) peer evaluation. C) group evaluation. D) teacher evaluation. I prefer my teacher to use this type of evaluation for my writing… A) self evaluation. B) peer evaluation. C) group evaluation. D) teacher evaluation.

CROSS OUT THE MOST SUITABLE BOX ACCORDING TO THE FOLLOWING: (1 - NOT TRUE AT ALL. 2 - PARTLY TRUE. 3 - TRUE FOR ME).

1 2 3

5. Reading and writing in English is very important for me.

6. Listening and speaking in English is very important to me.

7. Good pronunciation is important to me.

8. I want English for my personal culture - music, films, books.

9. I find English grammar very difficult.

10. I will travel more if my English is better.

11. I have little time to study outside of class.

12. I am only taking this course to help me prepare for the ELASH exam.

13. Increasing my vocabulary is important for me.

14. Visiting CAADI will help me meet my goals for the class.

Other comments you would like your teacher to know in order to achieve your own particular language objectives…

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________


47

LEARNER SURVEY I No me gusta Me gusta mucho

Cuestionario 1 2 3 4 5

1 En clase, me gusta conversar en parejas

2 En clase, me gusta describir ilustraciones

3 En clase, me gusta ver y hablar de películas

4 En clase, me gusta ver y hablar de videos

5 En clase, me gusta escuchar grabaciones

6 Me gusta practicar inglés fuera de clase

7 Me gusta estudiar gramática

8 Me gusta leer libros en inglés

9 Me gusta leer periódicos en inglés

10 Me gusta estudiar solo(a)

11 Me gusta encontrar mis propios errores

12 Me gusta trabajar en ejercicios que nos da el maestro

13 Me gusta aprender por medio de la observación

14 Me gusta escuchar hablar a personas nativas

15 Me gusta hablar con amigos en inglés

16 Me gusta ver la televisión en inglés

17 Me gusta aprender nuevas palabras al escucharlas

18 Me gusta aprender por medio de la conversación

19 Prefiero que el maestro explique todo

20 Me gusta tener un libro de texto para la clase

21 Me gusta tomar notas en mi cuaderno

No es cierto En parte es verdad Es cierto para mi

22 Tengo poco tiempo para estudiar inglés fuera de la clase

23 La buena pronunciación es importante para mi

24 Quiero aprender inglés para satisfacer mi intereses personales - música, películas, libros, etc.

25 Estoy tomando esta clase como ayuda solamente para el examen ELASH

26 Mejorar mi vocabulario es importante para mi

27 Visitar CAADI me ayudará a lograr mis objetivos dentro de la clase


48

DIRECCIÓN GENERAL DE DOCENCIA DE PREGRADO CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES


(2001) Y

PROGRAMA DE FOMENTO A LAS LENGUAS EXTRANJERAS (PFLE) (2006)

Learner Survey II

Alumno de Fomento: Te pedimos de la manera más atenta escribas algunos comentarios breves acerca de la materia que cursas en este período con el único objetivo de mejorar y encontrar soluciones a los problemas que actualmente se presentan. Te agradecemos seas claro y honesto en tus comentarios. La información que se obtenga es anónima y confidencial para uso exclusivo de esta coordinación.

NOTA: Antes de contestar, toma en cuenta las siguientes especificaciones y recuerda que debes comentar acerca del profesor y la materia.

ESCRIBE TRES ASPECTOS POSITIVOS, QUE AYUDAN A LOS ALUMNOS A APRENDER.

TAMBIÉN, ESCRIBE TRES ASPECTOS NEGATIVOS, QUE CONSIDERES QUE NO PERMITEN QUE EL APRENDIZAJE SEA ASIMILADO DE LA MEJOR MANERA. ORDENA DICHOS ASPECTOS DEL MÁS IMPORTANTE (1) AL MENOS IMPORTANTE (3).

ASPECTOS POSITIVOS ASPECTOS NEGATIVOS

1) 2) 3)

1) 2) 3)

ESCRIBE UN COMENTARIO SOBRE CAADI (MATERIAL, ASESORES, CLUBES DE

CONVERSACIÓN, HORARIOS, ATENCIÓN, ETC.) O SOBRE ALGÚN OTRO ASPECTO:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

______________________________________________________________________________________


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DIRECCIÓN GENERAL DE DOCENCIA DE PREGRADO


DEPARTAMENTO DE IDIOMAS

COORDINACIÓN DEL PROGRAMA DE FOMENTO AL SEGUNDO IDIOMA

NAME:__________________________________________ DATE: ________________ GRADE:__________

LISTENING AND SPEAKING RUBRIC

SCORE COMMENT

COHERENCE AND SEQUENCE 5. Sequenced and coherent ideas. 4. Understandable, but slightly unsequenced and incoherent. 3. Understandable, but hardly links ideas. 2. Almost illogical, difficult to understand. 1. Illogical isolated and unsequenced ideas.

FLUENCY 5. Fluent speech with natural and logical pausing. 4. Slightly hesitating 3. Slow communication. 2. Frequent pauses. 1. Almost impossible communication.

PRONUNCIATION AND INTONATION 5. Excellent pronunciation and intonation. 4. Understandable pronunciation and intonation. 3. Native-language-influenced pronunciation and intonation. 2. Strongly influenced by native language. 1. Poor pronunciation an intonation, it hardens conversation.

LISTENING CONVERSATION 5. Efficient interaction between speakers. 4. Good interaction between speakers. 3. Slow interaction between speakers. 2. Poor interaction between speakers. 1. No interaction between speakers.

GRAMMAR 5. Accurate structure. 4. Good structure, but occasional mistakes. 3. Understandable, but frequent mistakes. 2. Communication because of errors. 1. No communication cause of errors.

VOCABULARY 5. Accurate use of vocabulary. 4. Slightly imprecise use of vocabulary. 3. Understandable but with scarce vocabulary. 2. Affected communication cause of scarce vocabulary. 1. No communication cause of lack of vocabulary.

CREATIVITY

Give an extra point to risk-taking speakers that express more than what was asked.

TOTAL


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NAME:__________________________________________ DATE: ________________ GRADE:__________

WRITING RUBRIC

SCORE COMMENT CONTENT / VOCABULARY 5. Effectively addresses the task; substantive amount of information; varied and effective vocabulary usage. 4. Addresses the task at some length; begins to vary vocabulary choice; occasional vocabulary errors but meaning not obscured. 3. Addresses at least part of the task with some substance; limited vocabulary choice; occasional vocabulary errors but meaning not obscured. 2. Addresses part of the task or copies from a model; irrelevant information; frequent vocabulary errors of function, choice & usage with meaning obscured. 1. Little comprehensive information may not address question limited word choice; repetitions.

ORGANIZATION AND DEVELOPMENT 5. Multi-paragraph with clear introduction, development and conclusion with connected ideas; appropriate supporting details. 4. Uses details for support or illustration but inconsistent development of ideas. 3. Limited in appropriate details; insufficient amount of detail or irrelevant information; trouble sequencing; may indicate paragraphing. 2. Thought pattern can be difficult to follow; ideas not connected, not logical. 1. Weak, incoherent

STRUCTURE 5. Syntactic variety well-formed sentences; few or no grammatical mistakes. 4. Has some control of basic structures; attempts compound sentences, some complex sentences; errors occasionally distract from meaning. 3. Restricted to basic structural patterns; has some errors; correct usage of adverbials and conjunctions; goes outside the model. 2. Serious and frequent grammatical errors; meaning obscured; repetitive sentence structure or copies from a model. 1. Frequent grammatical errors; mostly fragments 2-3 simple patterned sentences.

MECHANICS 5. Appropriate; mechanical; and spelling conventions 4. Uses periods and capitals with some errors; may use commas with compound sentences; mostly conventional spelling. 3. Some punctuation and capitalization though frequent errors that distract from meaning. 2. Frequent errors; Inconsistent use of punctuation; Spelling may distract from meaning; invented spelling. 1. Lack of mechanics; handwriting and/or spelling obscure meaning.

VOICE 5. Authoritative; Strongly reflects the writer’ intellectual involvement; personal style is evident. 4. Shows some sense of purpose; some engagement; more personalized; may provide options and explanations. 3. Emerging voice; some engagement; some personalization. 2. Not so evident. 1. Not evident al all.

CREATIVITY Give an extra point to risk-taking writers that express more than what was asked.

TOTAL


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Classroom Reading Strategies (Levels I- IV)

Here are some reading strategies (Anderson, 1999, pp. 82-83 ) to share with you students. Depending

on the context of your class, some may be used more than others. Review these strategies with you

students, as appropriate, so they are aware of them and are able to use them.

Cognitive Reading Strategies

1. Predicting the content of an upcoming passage or section of the text.

2. Concentrating on grammar to help you understand unfamiliar constructions.

3. Understanding the main idea to help you comprehend the entire reading.

4. Expanding your vocabulary and grammar to help you increase your reading.

5. Guessing the meanings of unfamiliar words or phrases to let you use what you already know

about English.

6. Analyzing theme, style, and connections to improve your comprehension.

7. Distinguishing between opinions and facts in your reading.

8. Breaking down larger phrases into smaller parts to help you understand difficult passages.

9. Linking what you know in your first language with words in English.

10. Creating a map or drawing of related ideas to enable you to understand the relationships

between words and ideas.

11. Writing a short summary of what you read to help you understand the main ideas.

Metacognitive Reading Strategies

12. Setting goals for yourself to help you improve areas that are important to you.

13. Making lists of relevant vocabulary to prepare for new reading.

14. Working with classmates to help you develop your reading skills.

15. Taking opportunities to practice what you already know to keep your progress steady.

16. Evaluating what you have learned and how well you are doing to help you focus your reading.


52

Compensating Reading Strategies

17. Relying on what you already know to improve your reading comprehension.

18. Taking notes to help you recall important details.

19. Trying to remember what you understand from a reading to help you develop better

comprehension skills.

20. Reviewing the purpose and tone of a reading passage so you can remember more effectively.

21. Picturing scenes in your mind to help you remember and understand your reading.

22. Reviewing key ideas and details to help you remember.

23. Using physical action to help you remember information you have read.

24. Classifying words into meaningful groups to help you remember them more clearly.

Instructional Reading Strategies (Anderson, 1999, pp. 72-73)

Instructional reading strategies are questions that can be shared with the English language learners in

order for them to strategize which strategies to use; that is, it is not enough that the learners simply

know the reading strategies. They must also why, how, when and where to use these strategies.

What is the strategy? Being able to identify the main idea is one of the most important reading

skills you can develop. It is a skill that you need to apply to the majority of reading contexts.

Why should the strategy be learned? If the main idea can be identified, comprehension is

facilitated by being able to organize the information presented and by being able to distinguish

main ideas from supporting ideas and details.

How can the strategy be used? Read to locate the thesis statement of the passage and the topic

sentences of each paragraph. Read quickly, don’t worry about the details.

When should the strategy be used? Main idea comprehension should be used when reading

expository passages which contain much new information.

Where should the reader look? The reader should read the first and last paragraphs of a passage

and read the first sentence of each paragraph. Readers should be reminded to ask themselves

the following questions: 1) What idea is common to most of the text? 2) What is the idea that

relates the parts to the whole? 3) What opinion do all the parts support? 4) What idea do they all

explain or describe?

How can you evaluate the use of the strategy? In the early stages of reading comprehension,

open discussions with the reader will be the best method to verify whether the strategy is being

used appropriately. The use of verbal think-aloud protocols can facilitate the evaluation of the

strategy.


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Learning Strategies

Metacognitive Strategies

o Matching thinking and problem-solving strategies to particular learning situations

o Clarifying purposes for learning

o Monitoring one’s own comprehension through self-questioning

o Taking corrective action if understanding fails (Dermody & Speaker, 1995)

Cognitive Strategies

o Helps students organize the information they are expected to learn through the process

of self-regulation (Paris, 2001)

o Are directly related to individual learning tasks and are used by learners when they

mentally and/or physically manipulate material, or when they apply a specific technique

to a learning task (Pressley, Johnson, Symons, McGoldrick, & Kurita, 1989; Slater &

Horstman, 2002)

o Previewing a story prior to reading, establishing a purpose for reading, consciously

making connections between personal experiences and what is happening in a story,

taking notes during a lecture, completing a graphic organizer, and creating a semantic

map (McLaughlin & Allen, 2002)

Social/Affective Strategies

o People interact with each other to clarify a confusing point or when they participate in a

group discussion or cooperative learning group to solve a problem (O’Malley &

Chamot, 1990)

ESL Standards and Strategies

o Goal 1, Standard 3: Students will use learning strategies to extend their communicative

competence

o Goal 2, Standard 3: Students will use appropriate learning strategies to construct and

apply their academic knowledge

o Goal 3, Standard 3: Students will use appropriate learning strategies to extend their

sociolinguistic and socio-cultural competence (TESOL, 1997)

Mnemonics: visualization and/or acronyms (Echevarria, Vogt, & Short, 2004)

Reciprocal Teaching

o Summarizing

o Questioning

o Clarifying

o Predicting

Jigsaw

Concept attainment

KWL: Know-want to know-learned

Literature circles

Guided reading

SQP2RS

o Surveying

o Questioning

o Predicting

o Reading

o Responding

o Summarizing (Vogt, 2000, 2002)

http://www.jigsaw.org/overview.htm

http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/


54

PENS

o Preview ideas

o Explore words

o Note words in a complete sentence

o See if the sentence is okay (Deshler, Ellis, and Lenz, 1996)

GIST

o Read a section of text (students and teacher)

o Assist students in underlining the ten or more words or concepts that are deemed “most

important” to understanding the text.

o List these on the board and together write a summary statement or two using as many

of the listed words as possible

o Repeat the process through subsequent sections of the text

o Write a topic sentence to precede the summary sentences and the end result is a

summary paragraph (Muth & Alvermann, 1999).

Rehearsal strategies

o Visual aids (i.e., flashcards)

o Note-taking (McCormick & Pressley, 1997; Muth & Alvermann, 1999)

Graphic Organizers (i.e., Venn diagrams, timelines, flow charts, semantic maps, concept maps,

etc.)

Comprehension strategies

o Prediction

o Self-questioning

o Monitoring

o Determining importance

o Summarizing (Dole, Duffy, Roehler, and Pearson, 1991)

Scaffolding Techniques

o Verbal scaffolding

Paraphrasing

Using “think-alouds”

Reinforcing contextual definitions (Echevarria, Vogt, & Short, 2004, p. 86)

o Procedural scaffolding

Using an instructional framework that includes explicit teaching, modeling, and

practice opportunities with others, and expectations for independent application

One-on-one teaching, coaching, and modeling

Small group instruction with children practicing and newly learned strategy with

another more experienced student

Partnering or grouping students for reading activities with more experienced

readers assisting those with less experience (Nagel, 2001)

o Instructional scaffolding (i.e., graphic organizers)

o Assessment scaffolding

Questioning Techniques

o Six facets of understanding

Explanation

Interpretation

Application

Perspective


55

Empathy

Self-Knowledge (Wiggins & McTighe, 2005, p. 120)

o Framing essential questions around big ideas relevant to effective skill learning

Key concepts

Purpose and value

Strategy and tactics

Context of use (Wiggins & McTighe, 2005, p. 113)

o Bloom’s Taxonomy

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

o QAR (Question-Answer Relationships) (Raphael, 1984)

o QtA (Question the Author) (Beck and McKeown, 2002)

CALLA propositions

o Mentally active learners are better learners

o Strategies can be taught

o Learning strategies transfer to new tasks academic language learning is more effective

with learning strategies

Note: Learners need declarative knowledge (What is the strategy?), procedural knowledge (How do I

use the strategy?), and conditional knowledge (When and why do I use the strategy?) when practicing

strategies (Lipson and Wixson, 2003).


56

GRASPS (Wiggins & McTighe, 2004, p. 172)

Consider the following set of stem statements as you construct a scenario for a performance task (Note:

These are idea starters. Resist the urge to fill in all of the blanks.)

Goal:

Your task is___________________________________________________________________

The goal is to__________________________________________________________________

The problem or challenge is______________________________________________________

The obstacles to overcome are____________________________________________________

Role:

1. You are______________________________________________________________________

2. You have been asked

to__________________________________________________________

3. Your job is____________________________________________________________________

Audience:

Your clients are________________________________________________________________

The target audience is___________________________________________________________

You need to convince___________________________________________________________

Situation:

1. The context you find yourself in is_________________________________________________

2. The challenge involves dealing with________________________________________________

Product, Performance, and Purpose:

You will create a_______________________________________________________________

in order to____________________________________________________________________

You need to develop____________________________________________________________

so that_______________________________________________________________________

Standards and Criteria for Success:

Your performance needs to_______________________________________________________

Your work will be judged by_____________________________________________________

Your product must meet the following standards:_____________________________________

A successful result will__________________________________________________________


57

Performance Verbs Based on the Six Facets of Understanding (Wiggins & McTighe, 2004, p. 161)

Explain Interpret Apply

Demonstrate Analogies (create) Adapt

Derive Critique Build

Describe Document Create

Design Evaluate De-bug

Exhibit Illustrate Decide

Express Judge Design

Induced Make meaning of Exhibit

Instruct Make sense of Invent

Justify Metaphors (provide) Perform

Model Read between the lines Produce

Predict Represent Propose

Prove Tell a story of Solve

Show Translate Test

Synthesize Use

Teach

Perspective Empathy Self-knowledge

Analyze Assume role of Be aware of

Argue Believe Realize

Compare be like Recognize

Contrast Be open to Reflect

Criticize Consider Self-assess

Infer Imagine

Relate

Role-play


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Questioning for Understanding (Wiggins & McTighe, 2004, p. 156)

Explanation

What is the key idea in________________________________________________________________________________?

What are examples of_________________________________________________________________________________?

What are the characteristics and parts of__________________________________________________________________?

What caused _____? What are the effects of______________________________________________________________?

How might we prove, confirm, justify____________________________________________________________________?

How is _____ connected to____________________________________________________________________________?

What might happen if_________________________________________________________________________________?

What are common misconceptions about__________________________________________________________________?

How did this come about? Why is this so?________________________________________________________________?

Interpretation

What is the meaning of________________________________________________________________________________?

What are the implications of___________________________________________________________________________?

What does _____ reveal about__________________________________________________________________________?

How is _____ like _________________________________________________________________ (analogy or metaphor)?

How does ___________________________________________________________________________ relate to me or us?

So what? Why does it matter?

Application

How is _______________________________________________________________________applied in the larger world?

How might ____________ help us to ____________________________________________________________________?

How could we use __________ to overcome ______________________________________________________________?

How and when can we use this (knowledge or process)?

Perspective

What are different points of view about___________________________________________________________________?

How might this look from__________________________________________________________________’s perspective?

How is _________ similar to or different from_____________________________________________________________?

What are other possible reactions to______________________________________________________________________?

What are the strengths and weaknesses of_________________________________________________________________?

What are the limits of_________________________________________________________________________________?

What is the evidence for_______________________________________________________________________________?

Is the evidence reliable? Sufficient?

Empathy

What would it be like to walk in __________________________________________________________________’s shoes?

How might __________ feel about ______________________________________________________________________?

How might we reach an understanding about______________________________________________________________?

What was ___________________________________________________________________ trying to make us feel or see?

Self-Knowledge

How do I know _____________________________________________________________________________________?

What are the limits of my knowledge about________________________________________________________________?

What are my “blind spots” about________________________________________________________________________?

How can I best show_________________________________________________________________________________?

How are my views about _______________________________________________ (experiences, habits, prejudices, style)?

What are my strengths and weaknesses in_____________________________________________?


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References

Beck, I.L., Perfetti, C., & McKeown, M.G. (1982). Effects of long-term vocabulary instruction on

lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.

Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathworl, D. (eds). (1956). Taxonomy of educational

objectives: The classification of educational goals. Handbook I: Cognitive domain. New York:

David McKay Co.

Dermody, M., & Speaker, R. (1995). Effects of reciprocal strategy training in prediction, clarification,

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Hinchman, D. Leu & C.K. Kinzer (eds.) Perspectives on literacy research and practice.

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questions. Journal of Reading 27, 303-311.

Slater, W.H., & Horstman, F.R. (2002). Teaching reading and writing to struggling middle school and

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Vogt, M.E. (2000). Content learning for students needing modifications: An issue of access. In M.

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Annual Meeting of the

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pfle teacher's manual (december 2010)

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