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The learner profile
    Trinity CertTESOL

 The University Language
          Centre
 University of Manchester
      Maureen Finn
Description of the learner’s
     social and cultural
    background
Content
• Mother tongue
• Language learning experience
• Preferred methods of learning
• Reasons for learning English
• Reasons for using English
• Contexts in which the learner will use English in
  the future


                                                      2
Description of the learner’s
social and cultural background

• Brief and to the point (20-25% of profile)
• Recorded on proforma LP1




                                               3
Evaluation of learner’s current
linguistic proficiency
• Interaction skills/spoken English: your
  assessment
• Student’s pronunciation: conclusions drawn from
  phonological analysis
• Intensive and extensive listening skills: your
  assessment and self-reporting by your student
• Written English (include corrected letter, pre-
  interview writing)
• Reading comprehension skills: self-reporting and
  testing (include the text book material you used
  to test your learner)
                                                 4
Evaluation of learner’s current
linguistic proficiency

• Recorded on proforma LP2
• Key section of the profile




                                  5
Evaluation of learner’s current
linguistic proficiency

Phonology:
• Transcription of 20-30 words, in multi-word
  segments, in the required format
• Present as a separate section




                                                6
Recommendations for future
   language development
• Strengths and weaknesses//key learning needs
  from your point of view and the learner’s point of
  view. Is there a difference?
• Recommendations need to be clearly linked to
  the linguistic analysis you made of the learner
• You need to explain why you have made these
  recommendations (rationale)
• Recorded on proforma LP3
• Completion date: before you plan your taught
  lesson(s)
                                                   7
Scheme of work


• Further 10-20 hours’ language development
• Should refer to grammar, lexis and phonology
• Should include recommendations for practice (in
  at least one area) of each of the four main skills
• Can be an outline, scheme of work, outline
  lesson plans



                                                   8
Lesson plan(s) based on
    key learning needs and
    evaluation

• Teaching time 45-60 minutes
• Can cover up to three sessions
• Based on the learning needs you have identified
  in the analysis you have done
• Must include materials you have
  written or adapted
• Can include published materials

                                                    9
Lesson plan(s) based on key
learning needs and evaluation


• Slightly less detailed than the TP lesson plans
• Include Evaluation
• Include Conclusion. This is an overall conclusion
  to the Learner Profile
• LP4




                                                 10
Analysis and reflection

• Evaluation of the lesson (teaching one to one,
  aims, teaching methods, materials used, overall
  strengths of the lesson, areas to work on)
• Conclusion to Learner Profile (overall
  assessment, most enjoyable part, most
  demanding part, learner’s response to class(es),
  what was learned, what specific parts of the
  course were applied in the Learner Profile)


                                                 11
Submission date

• Final submission date for Learner
  Profile assignment: Wednesday week 4




                                     12

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Lp 2 overview trainee final

  • 1. The learner profile Trinity CertTESOL The University Language Centre University of Manchester Maureen Finn
  • 2. Description of the learner’s social and cultural background Content • Mother tongue • Language learning experience • Preferred methods of learning • Reasons for learning English • Reasons for using English • Contexts in which the learner will use English in the future 2
  • 3. Description of the learner’s social and cultural background • Brief and to the point (20-25% of profile) • Recorded on proforma LP1 3
  • 4. Evaluation of learner’s current linguistic proficiency • Interaction skills/spoken English: your assessment • Student’s pronunciation: conclusions drawn from phonological analysis • Intensive and extensive listening skills: your assessment and self-reporting by your student • Written English (include corrected letter, pre- interview writing) • Reading comprehension skills: self-reporting and testing (include the text book material you used to test your learner) 4
  • 5. Evaluation of learner’s current linguistic proficiency • Recorded on proforma LP2 • Key section of the profile 5
  • 6. Evaluation of learner’s current linguistic proficiency Phonology: • Transcription of 20-30 words, in multi-word segments, in the required format • Present as a separate section 6
  • 7. Recommendations for future language development • Strengths and weaknesses//key learning needs from your point of view and the learner’s point of view. Is there a difference? • Recommendations need to be clearly linked to the linguistic analysis you made of the learner • You need to explain why you have made these recommendations (rationale) • Recorded on proforma LP3 • Completion date: before you plan your taught lesson(s) 7
  • 8. Scheme of work • Further 10-20 hours’ language development • Should refer to grammar, lexis and phonology • Should include recommendations for practice (in at least one area) of each of the four main skills • Can be an outline, scheme of work, outline lesson plans 8
  • 9. Lesson plan(s) based on key learning needs and evaluation • Teaching time 45-60 minutes • Can cover up to three sessions • Based on the learning needs you have identified in the analysis you have done • Must include materials you have written or adapted • Can include published materials 9
  • 10. Lesson plan(s) based on key learning needs and evaluation • Slightly less detailed than the TP lesson plans • Include Evaluation • Include Conclusion. This is an overall conclusion to the Learner Profile • LP4 10
  • 11. Analysis and reflection • Evaluation of the lesson (teaching one to one, aims, teaching methods, materials used, overall strengths of the lesson, areas to work on) • Conclusion to Learner Profile (overall assessment, most enjoyable part, most demanding part, learner’s response to class(es), what was learned, what specific parts of the course were applied in the Learner Profile) 11
  • 12. Submission date • Final submission date for Learner Profile assignment: Wednesday week 4 12