english banana schools complete book 090408105748 phpapp01

8/2/2019 English Banana Schools Complete Book 090408105748 Phpapp01

1/86

English Banana.com

Schools

How to Run Your Own English Course

36 Essential Documents for Planning and Running Your Course

by Matt Purland


2/86

English Banana.com

SchoolsContents

English Banana Schools English Banana.com 2007

How to Run Your Own English Course

36 Essential Documents for Planning and Running Your Course

i. About English Banana.com Schools

ii. Documents you will Find in an English Teachers Course File

iii. English Banana.com Schools Press Release (07.05.07)

Before the Course Starts

1. Have a burning desire to teach English

2. Study, train and gain a teaching qualification

3. Plan the course

Scheme of Work Beginner & Elementary Classes

Scheme of Work Intermediate Class

Lesson Plan Page 1

Lesson Plan Page 2

4. Let students know about the course

Promotional Class Poster 1




5. Employ one or more teachers (if applicable)

Job Description English Teacher

Application for Employment

Overtime Claim Form

Expenses Claim Form

Leave Request Form


3/86

English Banana.com

SchoolsContents


6. Begin enrolment of students

Student Enrolment Form

7. Perform initial assessment with students

Initial Assessment Reading & Writing Page 1



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


4/86

English Banana.com

SchoolsContents


13. Keep in touch with students

Letter-Headed Paper

Compliments Slips

Letter Regarding Non-Attendance

14. Observe your teachers in action in the classroom

Teaching & Learning Observation Report

Teachers Post-Observation Self-Evaluation Form

15. Withdraw students from the course e.g. for non-attendance

Withdrawal / Completion Form

At the End of the Course

16. Get final feedback from students about the course

Feedback Form End of Course

17. Withdraw the rest of the students from the course

Withdrawal / Completion Form (as above)

18. Perform examinations with students and arrange for certification

Certificate of Achievement 1

Certificate of Achievement 2

19. Spend time evaluating the course

Course Record Form

Teachers Evaluation End of Course

20. Breathe a big sigh of relief!

(Then start planning your next course!)


5/86

English Banana.com

SchoolsAbout English Banana.com Schools


Introduction:

The documents that make up the English Banana.com Schools pack are not meant to be afully exhaustive collection. This pack is a quick starter guide to running an English course andcontains 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 ClassPosters or the Teachers Expenses Claim Form, while others have detailed notes, e.g. theLesson Plan and Schemes of Work. Simply click [info]beside a document name to find outmore about it. If you are unsure about how to use any of the documents, please feel free toget in touch via the contact page on our website. If you feel that we have missed somethingglaringly obvious or made an unforgivable error or if there is a form or document that youwould really like us to include in a future edition of this pack, please do not hesitate to contact

us. Wed love to hear from you!

Levels:

We have created materials that can be used for courses at three distinct levels, because thefree 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 survivalEnglish.

Elementary students who are quickly improving and learning more vocabulary week inweek out, and who are able to confidently make simple sentences. They can attempt to makecomplex 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 Englishlanguage and are starting to branch out in their reading, writing, speaking and listening byexperimenting with more difficult vocabulary and longer, more complex sentences. Mistakeshappen, but they occur less frequently than at Elementary level and students are able tointeract 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 theymeet your needs. You can even delete the headers and footers and add your own logo and/orschools information, rather than retain the generic English Banana.com Schools logo andcopyright 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 wegot during a recent Free CD-ROM promotion. For about six weeks early in 2007 we gaveaway free copies of our latest CD-ROM the ELT Resource Bank to dozens of visitors whoeach 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 becameapparent that there was huge interest in gaining access to free materials that would support


6/86

English Banana.com



local schools around the world, including courses being run in teachers homes and in otherinformal settings.

The materials in this pack are aimed particularly at teachers who have few resources of theirown or who haven't undergone formal training in how to plan, structure and administer anEnglish course. We were really inspired by some of the emails we received. One that stoodout was from Evelyn Peralta, writing from the Dominican Republic. Her email is the first oneincluded below.

We thought that as well as providing hundreds of free printable worksheets for lessons on ourwebsite, we could also create and add to the site all the forms and peripheral paperwork thata 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 toeverybody for writing in we really value your contribution...!

Evelyn Peralta from Santo Domingo in the Dominican Republic wrote:

Im teaching English for free to a group of teenagers that are my kids friends. As they cannotpay for it, and I want to teach my kids, I decided to create an English Club for ten of them. Iprepare the lessons myself but its hard for me, because I have to do it at night and in mylunch time. As I have a full-time job I use the internet in my lunch time to find things that canhelp 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 teachingperformance by introducing novelty to my classroom teaching material. But unfortunately mysalary does not allow me to buy your CDs. I would be grateful if you could send me freecopies.

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 mypocket is rather grave. The teachers salary is about one hundred US dollars a month. I do allI can to make my lessons exciting and spend a lot on xeroxes and paying for the internetto be able to download some new things. I would appreciate your assistance. Thank you inany case.

Emoke Jakab from Szekesfehervar in Hungary wrote:

The starting wage of a young teacher is quite low and it would be very difficult for me to buy it[the ELT Resource Bank]. I teach English and Music and Im sure your resources could helpme a lot. After covering all the necessary expenses I have some money left, but that's onlyenough for books in one month, food the next month, clothing the following month. Im really

looking forward to receiving your CD-ROM, because I think it contains great exercises, funnygames educational materials that children would simply love to use in the classroom. Thank


7/86

English Banana.com



you in anticipation.

Perrine Lejeune from Beauraing in Belgium wrote:

I have just started teaching English and havent got a lot of teaching material. It would bevery 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 ofeducators 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 uswhat you think of them, or suggest documents that we could include in a future edition, pleasedo get in touch via the contact page on our website.

Happy course planning!

English Banana.com Team, July 2007


8/86

English Banana.com

SchoolsDocuments you will Find in an English Teachers Course File


To create an English Teachers Course File you will need:

x1 large lever arch filex20 coloured dividers

Tip: put the material for each heading behind a different coloured divider

(INCL) = document is included in this pack(OPT) = document is optional

Register & Group Profile

Register(INCL)Class Attendance Chart (INCL)Temporary Register(OPT)Student Enrolment Forms (INCL)Course Record Form (including Group Profile) (INCL)Quick Reference Form Students (INCL)

Correspondence with Employer

Teachers Timesheet(s) (OPT)

Information for teacher e.g. staff hierarchy, how to get paid, hours, salary, overtime, etc.(OPT)Payroll Claim Forms (OPT)Teachers Letter of Appointment (OPT)Teachers Contract (OPT)Other correspondence from employer to teacher(OPT)English Teachers Job Description (INCL)Application for Employment (INCL)Overtime Claim Form (INCL)Expenses Claim Form (INCL)Leave Request Form (INCL)

Correspondence with Students

Letter-Headed Paper(INCL)Compliments Slips (INCL)Letter Regarding Non-Attendance (INCL)

Scheme of Work (at the appropriate level/s)

Scheme of Work Beginner and Elementary Classes (INCL)Scheme of Work Intermediate Class (INCL)

Lesson Plans

Lesson Plans (with evaluations completed) (INCL)


9/86

English Banana.com



A copy of every worksheet or resource used in every lesson (OPT)List of materials and websites used in lessons (for future reference) (OPT)

Lesson Observations

Teaching & Learning Observation Report (INCL)Teachers Post-Observation Self-Evaluation Form (INCL)

ILPs (Individual Learning Plans)

Individual Learning Plan Learning Agreement (INCL)Individual Learning Plan Activity Record (INCL)Completed ILP for each studentSample 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 theteacher with further information about the students skills, as well as to test for speciallearning needs, e.g. a dyslexia need. Various diagnostic assessments are available, but atpresent there isnt one included in this pack.

During the Course

Withdrawal / Completion Form (INCL)


10/86

English Banana.com



IAG (Information, Advice & Guidance) / Student Support

IAG Referral Forms (OPT)IAG Scheme of Work (OPT)IAG Lesson Plans (OPT)

Course Information

Advertising Material (OPT)School / Course Brochure (OPT)Class Poster 1 (INCL)

Class Poster 2 (INCL)Class Poster 3 (INCL)Class Poster 4 (INCL)

Examinations

Information about examinations (for students) (OPT)Practice Assignments (OPT)Tapes / CDs / mini-discs for exams (blank) (OPT)Live Assignments (OPT)Certificate of Achievement 1 (INCL)Certificate of Achievement 2 (INCL)

Progression Routes

Diagram of progression routes for students (at all levels) (OPT)Course Brochures (for other schools/colleges/universities) (OPT)

End of Course

Withdrawal / Completion Form (INCL)

Evaluations

Feedback Form During the Course (INCL)Resources Questionnaire (INCL)Feedback Form End of Course (INCL)Teachers Evaluation End of Course (INCL)Course File Document Checklist [this document] (INCL)


11/86

English Banana.com

SchoolsEnglish 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 EnglishBanana.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 usersin over 140 different countries. It was founded in 2002 by English language lecturer MattPurland.

Matt says: Our site already offers more than 750 free photocopiable worksheets for learningEnglish that teachers can print off and use. Its all free to access, and they dont need toregister. We decided this year to provide a range of blank forms and templates that teacherscan 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 ownmaterials.

The new materials include staple forms that every English teacher has to either find or makethemselves 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 thematerials provided for free on English Banana.com, teachers can spend less time makingtheir own templates by doing so reinventing the wheel and more time working with theirstudents. The materials are provided as both .pdf and Word .doc files, so that they can beeasily adapted. There is also a support forum where teachers can ask questions, makesuggestions and swap ideas.

Matt says: This project is a result of feedback weve been getting recently from visitors to thesite. It became very clear that there was huge interest in gaining access to free materials thatwould support local schools around the world, including courses being run in teachers homesand in other informal settings. One of the emails that inspired us was from a teacher named

Evelyn Peralta, from the Dominican Republic. She wrote:

Im teaching English for free to a group of teenagers that are my kids friends. As theycannot pay for it, and I want to teach my kids, I decided to create an English Club for ten ofthem. I prepare the lessons myself but it's hard for me, because I have to do it at night and inmy lunch time. As I have a full-time job I use the internet in my lunch time to find things thatcan 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 theworld, Matt hopes that the English Banana.com Schools project, along with all the otherresources that are freely available on the English Banana.com website, will go some waytowards supporting educators like her, who are going out of their way to improve the lives oftheir students.

[End of press release]


12/86

English Banana.com

Schools

Before the Course Starts


13/86

English Banana.com

SchoolsScheme 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 itsMy 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 areintended to complement one another. For example, in week 3 one of the grammar topics isprepositions of time and one of the vocabulary topics is telling the time, while studentscould practise this topic by using one of the social English (communicative) topics such asbooking a flight online or asking Whats the time?.

The scheme of work is structured so that many of the most useful and common themescovered in ESL courses are encountered over the ten weeks. The document is flexible andyou can alter, add, or subtract from the topics as you wish. For example, if you wish to coveradverbs of frequency in week 3 rather than week 5 bring it on!

This document is intended to be a starting point and its up to you to make it workable for yourclasses and your situation. For example, you may be teaching a 30 week course, in whichcase you will have longer to cover all the topics in the three areas (grammar, vocabulary andSocial English), and you may want to add more of your own topics. The reverse is also true. Ifyou are teaching a shorter course, you may want to radically prune this scheme of work sothat just the basics/key topics remain. Its up to you, and you are able to rewrite to yourhearts content by adapting the Word .doc version of the scheme of work included in thispack. You can even remove our logo and copyright info in the header and footer and insert

your schools logo or your own.

A Note on the Levels:

We thought about writing a separate scheme of work for Beginner and Elementary levels, butthought against it as most of the same topics will be covered in both levels, but in differentways. A Beginners course will focus more on survival English and look at each topic in lessdetail than an Elementary course, whereas during an Elementary course the focus will be onconsolidating knowledge and vocabulary already discovered and preparing the ground forstudents to be able to encounter more complex tenses and language structures.


14/86

English Banana.com

SchoolsScheme of Work Beginner & Elementary Classes

English Banana

Week: Topic: Grammar: Vocabulary: S1. 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

w

fo

redtv

2. My friends andmy family

2nd

weekreview

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

in

m

u

lo

tr


15/86

English Banana.com


English Banana

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

a

ta

b

b

in

4. Lets stay in parts of a sentence

word order in sentence building

possessive pronouns: his, her, its, our, their

would you like...?

home and garden

different types of accommodation

furniture

ordinal numbers 1st-10

th

simple conjunctions

possessions

re

wm

lo

h

c

w


16/86

English Banana.com


English Banana

5. Get active

mid-coursereview / test

individualtutorials

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

d

a

e

6. Hit the shops! have you got? / I have got / She hasnt 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

re

a

in

trin

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

re

reta

a


17/86

English Banana.com


English Banana

past simple regular / irregular feelings and emotions

completing simple formsa

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 andconsolidation

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

dw

p

a

fi

c

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

fu

k

p


18/86

English Banana.com


English Banana

revision of previous topics recapping andconsolidation

eth

10. Revision week practice papers

practice listening tests

individual tutorials

revision of previous topics recapping and consolidation

mock exam/s

exam/s


19/86

English Banana.com

SchoolsScheme of Work Intermediate Class Information Page


This scheme of work is an outline for a 10 week course at Intermediate level. It doesntspecify how many hours per week that depends on your teaching situation. In ourexperience we would suggest around 6 hours of directed teaching (guided learning hours) perweek, which would make this course a 60 hour course. But the scheme of work is designed tobe flexible, so that you can make the course longer or shorter, depending on the needs ofyour teaching situation.

You can, of course, alter, add or subtract anything from the scheme of work to make it morerelevant to your class. For example, in week 8 we have suggested the vocabulary topic ofgoing on a date/getting married. One or the other of these topics may be more suitable orinteresting for your students or neither!

This scheme of work is quite a departure from the Beginner & Elementary one included in thispack. The topics are designed to be significantly different from, and more advanced than, theearlier work that students will have covered and will introduce students to a range of newlanguage structures, tenses and vocabulary areas. One of the main differences is that thesocial English themes encourage students to embark on project work in small groups. Wehave suggested a range of different projects, including devise a magazine / newspaper andmake a short film, but you can easily add your own ideas for projects that would be moresuitable and stimulating for your class/es.

On both schemes of work we have suggested that you take your students out for trips, e.g. toa local museum or concert. Students always enjoy being together away from the confines ofthe classroom and trips such as these can really bring a group together and encourage ateam 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 otherideas for trips it depends on what there is to do in your area, as well as your budget.


20/86

English Banana.com

SchoolsScheme of Work Intermediate Class

English Banana

Week: Topic: Grammar: Vocabulary: S1. Lets start a

projectpresent 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

p

fo

2. Sport andleisure

2nd

weekreview

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.

p

tr

3. Health andlifestyle present perfect

present perfect vs. past simple

modal verbs: must / mustnt

rhyming words

health and different lifestyles

going to the doctors / dentists / hospital

p


21/86

English Banana.com


English Banana

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

p

5. Thinking it over

mid-coursereview / test

individualtutorials

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

p

p

e

6. Accent onEnglish

past perfect

reported speech

writing a newspaper report

understanding informal English vocabulary, pronunciation, accent and

p


22/86

English Banana.com


English Banana

defining relative clauses e.g. that, where,who, whose, etc.

third conditional

prepositions of time

errors made by native speakers ofEnglish; including short cuts andgrammatical ellipsis, e.g. Saw Helentoday. = I saw Helen today. tr

in

7. Differentpeople

making comparisons comparatives andsuperlatives

future will, going to, will be ing, will havedone

adverbials of possibility e.g. perhaps,possibly, definitely, maybe

personality differences betweenpeople

arguments and problems

booking a holiday

animals

p

8. Lets 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

p


23/86

English Banana.com


English Banana

9. Enjoying theclassics

subject revision subject revision

classic books in the English language

language used in English literature

p

e

10. Revision week practice papers

practice listening tests

individual tutorials

revision of previous topics recapping and consolidation

mock exam/s

exam/s


24/86

English Banana.com

SchoolsLesson Plan Pages 1 & 2 Information Page


The lesson plan is used to plan the lesson of course! It gives the teacher a chance to sitdown and think about the lessons aims and objectives what they want their students tolearn from the lesson before it actually begins. It is also a useful document to show tomanagers and inspectors to prove that lesson planning takes place, which inevitablyincreases the overall quality of the course. No student likes a thrown-together lesson andthey can usually tell if it has been. Similarly, no inspector likes a last-minute lesson, becauseit shows that the teacher isnt as interested as they should be in the learning journey beingundertaken by each of their students. A good lesson will follow a logical sequence duringwhich learning can take place in stages. The lesson plan helps a teacher to plan and puttogether these stages.

Learning Aims:

The learning aims are whatyou 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 howyour students will achieve the learning aims. For example:

Learning aim: be able to say the alphabet in order without prompts and pronounce eachletter 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 thelearning 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 thesame class who have different abilities when practising different skills. For example, you mayhave planned an activity which 80% of the class will complete at about the same time, while10% will finish five minutes before (and have the right answers) and 10% will need help tocomplete the activity. Have you got something planned (e.g. an extension activity) for those

who have finished early so that they dont become bored, while you help the 10% who needhelp, before beginning the whole group answer/feedback session? Make a note of it here. Itjust 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 thestudents 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 checksanothers work). Again, completing this section shows that you have considered the variousmethods of assessment open to you during the lesson, and that you are open to using a widerange of assessment methods, rather than always doing the same old thing.


25/86

English Banana.com

SchoolsLesson Plan Pages 1 & 2 Information Page


Comments & Lesson Evaluation:

Its good practice to take a few minutes after a lesson has finished to consider what went rightand what went wrong. What happened that was expected and went to plan, and whathappened that was unexpected? How did you deal with it? What could you do better nexttime? Lesson evaluations prove to your manager or an inspector that you are capable ofimproving your methods of working based on real experience of what happens in theclassroom. In other words, that you have the potential inside you to grow and developprofessionally. Every teachers experience will be different, so the lesson evaluations can,over time, build into a unique portfolio of evidence a personal record of how you have learntthrough your teaching practice through the innumerable hours you have spent in theclassroom teaching hundreds of different learners and improved in your job as a result. Its

worth taking a few minutes to fill in the lesson evaluation section each time.


26/86

English Banana.com

SchoolsLesson Plan Page 1

English Banana

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

Assessment Strategies:

Differentiation:

Time: Activity: Re

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


27/86

English Banana.com

SchoolsLesson Plan Page 2

English Banana

Time: Activity:

Comments & Lesson Evaluation:

Re


28/86


Join our

English class!

Its more fun than babysitting!

English Banana.com

School

Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


29/86


Join our

English class!

Its fun to learn together!

English Banana.com

School

Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


30/86


Speak English

today!

Learn English faster!

English Banana.com

School

Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


31/86


Learn to speak

English today!

Have fun and learn fast!

English Banana.com

School

Place: ____________________________________

Time: ____________________________________

Contact: ____________________________________


32/86

English Banana.com

SchoolsJob 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 administrativeduties 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 schools equal opportunities policy is adhered to.

11. To take part in complaints procedures and disciplinary procedures as required.12. To take part in the positive promotion and marketing of the school and the courses

offered. To ensure that the good name and reputation of the school and courses 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.


33/86

English Banana.com

SchoolsApplication for Employment


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:


34/86

English Banana.com



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:


35/86

English Banana.com



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 formis true and complete to the best of my knowledge. I understand that making false statementsmay 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 andexperience make you a suitable candidate:


36/86

English Banana.com

SchoolsOvertime Claim Form


Date: HoursFrom / To:

Total Hours: Hourly Rate: Reason for Claim:

Total Hours: x Hourly Rate

TotalClaimed:

Managers Signature:

Teachers Signature:

Teachers Name (Print):

Date:

Date:


37/86

English Banana.com

SchoolsExpenses Claim Form

English Banana

Signature: ________________________ Approved by Manager: ________________________ Date: __________

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

Accomm

Totals:

Car Registration No.:

Job Title:Teachers Name:Date of Claim:


38/86

English Banana.com

SchoolsLeave Request Form


Managers Approval Given:

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

Unpaid Leave:

Maternity / Paternity Leave:

Compassionate Leave:

Other (Please Specify):

Managers Signature:

Total number of days paid annual leave per year:

Date:

Total number of days paid annual leave now remaining:

Name:


39/86

English Banana.com

SchoolsStudent 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 abideby 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 abideby the rules of the school. I have been given relevant information about the course.


40/86

English Banana.com

SchoolsInitial Assessment Information Page


The initial assessment is a four-page document with an accompanying marking guide and keywhich is divided into a reading and writing assessment and a speaking and listeningassessment/interview. It should be given to students before they start the course. It helps theschool or teacher to determine which level the student should be in Beginner, Elementary orIntermediate. You should print all four pages and staple them together for each student. Allstudents should attempt all of the questions. The questions are easy to start with but getprogressively more difficult with each page.

The idea behind the reading and writing initial assessment is that if students can completesome of page 1 but none of the next two pages they are at Beginner Level for reading andwriting. If a student completes page 1 easily but is having problems with some of the work onpage 2 (e.g. the past simple verbs), they are at Elementary Level. If a student sails through

pages 1 and 2 and is able to do some of page 3, but has problems with the rest of the page(e.g. question 4s gap-fill) they are at Intermediate Level. Each page is based on topics thatstudents will cover at each of the three levels: page 1 = Beginner Level; page 2 = ElementaryLevel and page 3 = Intermediate Level. If a student gets full marks or almost full marks on allthree pages they are probably at a higher level than Intermediate, which the materials in thispack 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 informalinterview carried out by the teacher on a one-to-one basis with each student. Like the readingand writing assessment, the questions are easy to start with but get progressively moredifficult. You should tick to show the students response to the questions that you ask, rangingfrom no response through to proficient.

If a student is doing well and answering with mainly Ds and Es to start with, keep going to theElementary Level questions. If they are stuck on the easy questions, they are at BeginnerLevel. If they are stuck on the hardest questions, they are at Elementary Level. If they areable 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 thequestions, or add your own, as required. You will soon start to get an idea of a studentsspeaking and listening level as you spend time talking with them. This list of questions isdesigned to be give prompts for the teacher as to what to ask each student and also toprovide a permanent record of the level of the students speaking and listening skills at the

time of the assessment. All of the initial assessment pages can be adapted, with questionsdeleted or added as required. In providing all of the materials in this pack as Word .doc fileswe 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 skilland at a different level for another. For example, they are much better at speaking andlistening than they are at writing, or they are much better at reading and writing than they areat speaking and listening. This could happen in any combination. Its up to you whether youplan a mixed level course based on both the schemes of work in this pack, or whether, forexample, 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 extraspeaking and listening practice for them. You could show this differentiation on the studentsILP (Individual Learning Plan) as well as on the lesson plan.


41/86

English Banana.com

SchoolsInitial Assessment Reading & Writing Page 1

Name: __________________________ Date: ______________Total This Page: / 20


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

b) Write todays date: ______________________________________( mark)

2. Write the alphabet:

Capital letters: A B C (2 marks)

Small letters: a b c (2 marks)

3. Write these numbers in words (2 marks):

1 __________ 2 __________ 3 __________ 4 __________ 5 __________

6 __________ 7 __________ 8 __________ 9 __________ 10 __________

4. Complete the days of the week (3 marks):

Monday Tuesday ____________ Thursday ____________ Saturday __________

5. Choose the best word to complete each sentence (4 marks):

a) Hello. My name [ is ] [ it ] James. c) I would like a [ sandwich ] [ bread ] .

b) How are [ your ] [ you ] ? d) Whats the [ time ] [ watch ] ?

6. Write these words in alphabetical order(2 marks):

kitchen, bathroom, kettle, sink, bath, garden, step, house, stairs, carpet, window, fridge

_______________________________________________________________________

7. Put the words in the right order to make questions (2 marks):

a) what mums is name your _____________________________________________

b) are how you old _____________________________________________

8. Write the opposite to each adjective (2 marks):

hot small thin wet happy long rich late clever old


42/86

English Banana.com


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 andc)_______________ a shower. I d)_______________ dressed and e)_______________breakfast. I f)_______________ the house at 7.45 am and g)_______________ to work in mycar. I h)_______________ at work at about 8.25 am. I i)_______________ late because Iusually 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 Sallys the party you ___________________________________

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


43/86

English Banana.com


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. Dont throw your toys out of the pram!

3. I think youre barking up the wrong tree.4. Hes rolling in it.

a) incorrect assumptionb) rich

c) 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 andb)_______________ especially the four c)_______________ irregular verbs: to be, to go,to have and to do. Learn different d)_______________: present/past simple, present/pastcontinuous and present/past e)_______________. Learn the pastf)_______________ of key irregular verbs, for example have/had, do/ g)_______________.Make sure you can use many h)_______________ verbs like eat, read, sleep and go totalk about your i)_______________ activities in both present and j)____________ tenses.

5. Complete the sentences by adding a suitable past participle (2 marks):

a) How long have you ____________________ in the UK?b) I think Jim has ____________________ enough of Lauren.c) Ben has ____________________ 300 miles in the past two days.d) Ive just ____________________ that bag at a lower price in a different shop.

6. On a separate piece of paper, write about your plans for the future (5 marks):


44/86

English Banana.com

SchoolsInitial 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?

Whats your name?

Whats your address?

How old are you?When is your birthday?

Whats the date today?

Have you got any brothers and sisters?

Which country do you come from?

Whats your favourite colour?

Whats your phone number?

Have you got a job at the moment?

What do you like to do in your free time?

Why do you want to do this course?

Tell me about your family.

Tell me about your country.

What would be your ideal job?

Which living person do you admire?

What are the biggest problems facing your country

at the moment?

Do you think we should do more to help the poorest

members of our society?

What do you think youll be doing in five years time?

KEY:

A = no responseB = limited responseC = easy to understand but lots of errorsD = more accurate with some errorsE = proficient

Speaking & Listening Level: ___________________________

A B C D E

Elementary Class

Intermediate Class

Beginner Class


45/86

English Banana.com

SchoolsInitial Assessment Reading & Writing Marking Guide and Key

English Banana Schools English Banana.com 2007Page 1

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

0-4 zero beginner5-14 beginner15-19 beginner (improving)20-29 elementary30-39 elementary (improving)40-49 intermediate50-60 intermediate (improving)

Page 1:

1.

a) The student should write their full name.

mark: correct spelling using the English alphabet, with initial capital letters0 marks: incorrect spelling, or one or more punctuation error, or illegible

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

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

incorrect spelling0 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 order1 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 order1 mark: between 1-3 letters are written incorrectly or in the wrong order0 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


46/86

English Banana.com



2 marks: all numbers are spelt correctly1 mark: between 5-9 of the numbers are spelt correctly0 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 notpenalise 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 errors0 marks: more than 2 errors in the order of the words

7.

a) What is your mums name?b) How old are you?

2 marks: both sentences are written and spelt correctly1 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 morespelling 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 correctly1 mark: between 5-9 opposite adjectives are written and spelt correctly0 marks: fewer than 5 opposite adjectives are written and spelt correctly


47/86

English Banana.com



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 (notessential)

1 mark: correct spelling using the English alphabet, with initial capital letters andcapital letters for the postcode. All parts of the address are in the correctorder

0 marks: incorrect spelling, or no postcode, or one or more punctuation error, orillegible, 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 initialcapital letter

1 mark: between 1-3 spelling mistakes, and/or there are between 1-3 mistakes in theorder 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 words0 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 letters1 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 ofthem

0 marks: fewer than 5 words are spelt correctly

4.

Note: where there is more than one option below, either answer is acceptable, although thefirst answer indicates our preferred answer:

a) woke/got; b) went; c) had/took; d) got; e) had/ate/made; f) left; g) drove/went; h) arrived;i) was; j) told/warned

Give mark for each correct answer with correct spelling.


48/86

English Banana.com



5.

a) full stop; b) apostrophe; c) question mark; d) comma; e) semi-colon; f) hyphen (notdash)

2 marks: all words are written and spelt correctly1 mark: between 3-5 words are written and spelt correctly0 marks: fewer than 3 words are written and spelt correctly

6.

a) earrings; shoes; jeans; jacket; trousers

b) cleverly; tomorrow; sometimes; nearly; often

2 marks: all incorrectly spelt words are underlined1 mark: between 5-9 incorrectly spelt words are underlined0 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 Sallys tonight?

2 marks: both sentences are written correctly as above, with correct punctuation1 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 morepunctuation errors (initial capital letter/s or question mark/s missing)

0 marks: both sentences are written with incorrect word order, with or withoutpunctuation 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 0-2errors. 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 interms 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 orthe student has written well in terms of grammar, spelling and punctuation buthas only written 1 sentence or just a few words

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


49/86

English Banana.com



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 correctly1 mark: between 4-7 answers use a suitable verb infinitive which is spelt correctly0 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. orWhen 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 above1 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/orpunctuation 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 thefirst answer indicates our preferred answer:

a) deliberately/regularly/carefully/purposefully; b) irregular; c) main/key/basic/foremost;d) tenses; e) perfect; f) participles; g) done; h) common/different; i) daily/everyday/usual;j) past

Give mark for each correct answer with correct spelling


50/86

English Banana.com



5.

Note: where there is more than one option below, either answer is acceptable, although thefirst answer indicates our preferred answer. Students may write other answers which are alsosuitable in the context of the sentences:

a) lived/been/worked/spent; b) had; c) driven/travelled; d) seen/found/bought;

Give mark for each correct answer with correct spelling

6.

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

5 marks: the student writes 4-5 sentences which are completely correct in terms ofgrammar, spelling and punctuation. They have used interesting vocabularyand ideas. The content is very readable

4 marks: the student writes 4-5 sentences which are almost completely correct interms 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 interms 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 buthas only written one sentence

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


51/86

English Banana.com

SchoolsStudent Self-Assessment Form Information Page


This form can be useful because it gives the teacher more background about a new studentsprevious and current experience of learning English how they have interacted with thelanguage in the past, and how they are interacting with it now. It can be interesting tocompare a students own diagnosis of the level of their skills in reading, writing, speaking andlistening with the results of their initial assessment. For example, it can reveal a lack ofconfidence about learning English when a student rates themselves poorly on this form butachieves a good or above-average result on the initial assessment.

Motivation & Learning Goals:

It is always useful to find out basic information about a students previous experience of

learning English. For example, for how long did they study and what level did they achieve? Ifyou 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 askthem 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 theirmotivation levels when they write about whether or not they read English-language books andmagazines outside of class time, or watch English-language TV at home. It also ties in withthe ILP (Individual Learning Plan) by asking students to talk about their learning goals whythey want to learn English.

Above all, by going through this form with a new student the teacher will get to know thembetter and will be able to ask them more individualised questions about their learning goalsand aspirations, which will better inform the lessons that they prepare and deliver during the

course.


52/86

English Banana.com

SchoolsStudent 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 yourfirst 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?

____________________________________________________________________


53/86

English Banana.com

SchoolsQuick Reference Form Students Information Page


This form can be completed at the beginning of a new course and kept with the register. Itgives ready information about students on the course, including easy access to their phonenumbers which comes in handy when you need to call them to remind them to come toclass, or ask Where have you been for the past three weeks, Jolanta? Its also useful tohave something to refer to if youre teaching a class where students represent a mix ofnationalities and native languages. It will help you to quickly memorise this information at thestart of the course.


54/86

English Banana.com

SchoolsQuick Reference Form Students

English Banana

Name: Level: Phone No.: Nationalit


55/86

English Banana.com

SchoolsIndividual Learning Plan Information Page


Learning Agreement:

The learning agreement is completed by the teacher with a student before the course startsand the activity record is completed on a lesson-by-lesson basis by the students (or by theteacher if the students are at too low a level to be able to complete it) during the course. Thelearning agreement should be completed because its important for teachers to discusslearning goals with a student before they embark on the course. Without any goals agreed itcould be argued that there is no point in the student doing the course, because there is noway to measure whether or not they have made progress in their studies by the end of thecourse, 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 theend of the course both teacher and student can look back on the course and discuss what thestudent has achieved, signing off the goals if they have been achieved. If they havent beenachieved, they could both agree to another period of study and negotiate a new learningagreement.

This form also brings together in one place important information which is unique to thestudent 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 practicalapproach and learning through doing, rather than sitting still writing worksheets), diagnosticassessment results, and information about the students reasons for joining the course in thefirst place. This fundamental piece of information can be vital for a teacher to help them keepthe student motivated as the course progresses.

Short-Term Language Goals:

These will be individual to each student and describe the specific areas that the studentneeds 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 tennew vocabulary sets of twenty words each. At the end of the course if the student has metthe goal they will have some form of written evidence of achievement in this area, which canbe 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 tomove on to the next level of the course. The students long-term language goal should also bea SMART goal. This is a statement of where the student would like to be with their Englishlanguage skills by the end of the course.

Activity Record:

Depending on the number of lessons in your course, you may need several copies of thisform for each student. Every time they attend a lesson towards the end of the lesson theyshould complete one line of the form. It requires them to reflect on what they have beenlearning 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 theteacher when they evaluate the lesson and can help them as they write their own evaluationas part of the lesson plan.


56/86

English Banana.com

SchoolsIndividual Learning Plan Information Page


This kind of detailed record-keeping is also vital when it comes to your school or course beinginspected, because it shows firm evidence of reflection on the process of learning by bothteacher and students alike. It also shows a process of two-way communication between theteacher and their students and contributes towards a detailed record of material covered onthe course, which can be stored and referred to in the future. For example, if a teacher leavesthe course and a new one starts, or there is staff sickness and a temporary teacher has totake over the course, they will have something to read that shows what the class has beendoing, and how well each student has been getting on during the course.


57/86

English Banana.com

SchoolsIndividual Learning Plan Learning Agreement


At Course Completion:

Name:

Initial Assessment Results:

Goals Achieved (Teachers Signature):

Date:

Course:

Diagnostic Assessment Results:

How Goals will be Achieved:

1.

2.

3.

I agree to the goals stated above (Students Signature): Date:

Goals Achieved (Students 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:


58/86

English Banana.com

SchoolsIndividual Learning Plan Activity Record

English Banana

Date: Activity: Level of Understanding:Poor OK Good

Comments:

Name: Course: Da


59/86

English Banana.com

SchoolsStudent Induction Form


Welcome to our School!

We hope you will really enjoy learning with us and that you will achieve your learning goals atthis school. We aim to provide you with a high-quality course in a safe, positive andsupportive environment, where you can build your confidence and reach your full potential

The following information will help you as you begin to study with us:

My teachers name is: ___________________________________

The phone no. of my school is: ___________________________________

The address of my school is: ___________________________________

The title of my course is: ___________________________________

My level is: ___________________________________

My course will start on: ___________________________________

My course is on (day/s): ___________________________________

At (times): ___________________________________

My exam will be: ___________________________________

It will be held on: ___________________________________

My course will finish on: ___________________________________

If I have a problem during thecourse 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 toabide 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: _________________________________________________________________


60/86

English Banana.com

SchoolsStudent Induction Form


Complaints Procedure:

If you need to make a complaint about the school, you should follow this procedure. If you arenot 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 schools 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 continuethrough the stages as necessary. In addition, non-attendance of classes for four weekswithout a valid reason may result in the termination of your place. Please note that anyserious breach of the rules will result in your place on the course being terminated withoutwarning:

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, sexualorientation, marital status and criminal conviction. I accept that everyone in the class and atthe school is treated equally and has equal value. I have read and understand the complaintsprocedure and disciplinary procedure and agree to abide by the class rules. Im satisfied thatall areas of induction have been explained to me in full by ____________________________

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


61/86

English Banana.com

SchoolsName 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


62/86

English Banana.com

SchoolsHow to Get Here School Map


School Directors Name

School Name

School Address

School Phone No.

School Email Address

Directions:

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


63/86

English Banana.com

SchoolsClass Rules


This class agrees that everybody should...

smile!

be nice to each other

listen when someone else is talking

switch mobile phones to silent or off

not eat or drink in class

come to lessons on time

come to class every time

call if we cant come to class

not smoke, drink alcohol or take drugs during class

make a positive contribution to the class


64/86

English Banana.com

Schools

During