1. Manual
GENERAL INFORMATION
The aims of the training:
This manual will help you to develop your own teaching dossier in any of the
following areas:
o Language Awareness
o Language and Culture
o Language Learning Processes
o Language Teaching
o Planning and Evaluation
o Self-Assessment and Development
The requirements (General requirements).
We have all the material resources, financial, administrative, logistical and teaching
staff, which have the necessary characteristics for operation of the teachers’ training.
Which language the training is offered in and for.
The training will be offered in both languages: English and Spanish.
English because when explaining about the six areas it will be necessary to
discuss information in English.
Spanish when explaining about the dossier development.

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Requirements of the trainee (previous requirements of trainees for taking the
course).
To join the course "Teachers’ training” trainees must demonstrate the following
competencies:
Basic:
1. Properly use Spanish, both oral and written expression.
2. Use properly English, both oral and written expression in a minimum
level B1.
3. Use logical and systematic reasoning.
4. Organizes and uses a proprietary method of study: learning to learn,
autonomy and personal initiative.
5. Interacts and communicates with one or more people in their social
group.
6. Competently handles word processing and basic computer tools.
Specific
1. Master the four skills of English at an intermediate to advanced intermediate minimum.
(Level B2 of the ALTE; Breakthrough of Cambridge; 500-550 pts. Pen and paper TOEFL
exam, Level B2 of the Common European Framework of Reference for Languages.

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An application form for trainees interested.
A questionnaire profile of the trainee (as preparation).
Questionnaire No: ____
Thank you for participating in the teachers’ training. We would like to know your current skills
level and your profile about this kind of training. It only will take few minutes to answer
these questions. There is no right or wrong answers, as we are interested only in knowing
your opinions. We will ask you complete this questionnaire at the star of the course.
Full name: _____________________________
1. I feel that I could run training for teachers.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
2. I can describe what topics dealt with language awareness.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little

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3. I can describe what topics dealt withLanguage and culture.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
4. I can describe what topics dealt with Language Learning process.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
5. I can describe what topics dealt with Language Teaching.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
6. I can describe what topics dealt with Planning and evaluation.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little
7. I can describe what topics dealt with self-assessment and development.
a. Completely agree
b. Don’t agree at all
c. Agree
d. Agree somewhat
e. Agree a little.

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Course rules.
o The participant must maintain a 80%
attendance otherwise cause global low course.
O To be considered as approved participant that
obtains total at least 80 points after the course.
o No absences will be excused under any circumstances.
CONTENTS
Module 1, Language Awareness
Lesson 1. Pronunciation training
Lesson 2. Learning vocabulary
Lesson 3Listening comprehension, understanding different accents
Lesson 4 Learning spoken and written language (and thier differences)
Module 2 Language and Culture
Lesson 1. Awareness of socio-cultural and intercultural aspects of language use and
language earning
Lesson 2.Dealing sensitively with difficult classroom situations relating to
intercultural differences.
Lesson 3. Understanding different backgrounds (therefore different study methods) of students.
Lesson 4. Cross-cultural communication, e.g. work-related situations
Lesson 5. Application of this knowledge to the teaching situation
Module 3 Language Learning Process.
Lesson 1. How to correct mistakes and the use of social forms - how adults learn a
language
Lessson 2. Which are the different learner types?

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Lesson 3. Learning strategies and learner autonomy
Lesson 4. Progress tests
Lesson 5. Application of theoretical knowledge in authentic situations
Module 4 Language teaching.
Lesson 1. Speaking activities
Lesson 2. How do I present a grammar structure?
Lesson 3. Difficult classroom situations
Lesson 4. The use of media - e-learning/blended learning
Lesson 5. How do I teach vocabulary?
Module 5 Planning and Evaluation.
Lesson 1. Aims and objectives of language teaching in the context of the
institution and of the course
Lesson 2. Structure and sequence of course content
Lesson 3. Evaluation of learner's progress
Lesson 4. Awareness of European Language Portfolio
Module 6.Self-assessment and Development
Lesson 1. Dealing with feedback
Lesson 2. Awareness of one's own strengths and weaknesses
Lesson 3. Awareness of possibilities for further professional
development
Lesson 4. Awareness of European Language Portfolio

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These content areas are included in the teachers’ training:
I. Language Awareness
II. Language and Culture
III. Language Learning Processes
IV. Language Teaching
V. Planning and Evaluation
VI. Self-Assessment and Development
I. LANGUAGE AWARENESS
Trainees are able to do at the end of the course:
o Describe the language I am teaching and use the appropriate terminology
o Understand the principles of language learning and teaching
o Select the appropriate teaching points from teaching materials to suit different
levels
o Provide my students with clear and effective explanations in a way that is
helpful to them
o Select and apply the appropriate methodological tools to highlight differences in
language systems
o Use reference materials (i.e. grammar books) effectively to provide my
students with clear answers with regards to language-related questions
II. LANGUAGE AND CULTURE
Trainees are able to do at the end of the course:
o Take into account and incorporate into my teaching the educational
experiences my students have had previously
o Provide for individual learner styles and strategies in my teaching
o Design my lessons with my students' needs and interests in mind in order to
make it interesting, lively and motivating
o Give my students feedback on their language competence in a way that is
appropriate and helpful (i.e. error correction) taking into account the stage of
language development they are at
o Encourage and motivate my students to improve

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III. LANGUAGE LEARNING PROCESSES
Trainees are able to do at the end of the course:
o Take into account and incorporate into my teaching the educational experiences
my students have had previously
o Provide for individual learner styles and strategies in my teaching
o Design my lessons with my students' needs and interests in mind in order to
make it interesting, lively and motivating
o Give my students feedback on their language competence in a way that is
appropriate and helpful (i.e. error correction) taking into account the stage of
language development they are as well as the stage aim we are trying to achieve in
a particular stage of a lesson
o Encourage and motivate my students to improve, being aware of different
types of motivation and capable to relate those to my students
IV. LANGUAGE TEACHING
Trainees are able to do at the end of the course:
o Define the aims of my lesson and understand how to achieve them by the
end of the lesson as well as make my students aware of what my aims are
o Be confident in selecting, adapting and designing materials to suits those
aims
o Use a variety of exercise types
o Use various media forms appropriately (Moodle, whiteboard, Smartboard...)
o Evaluate learning tasks and activities
o Incorporate learning tasks and activities which encourage and facilitate
learner autonomy and take into account learners' learning styles and cultural
expectations
o Give clear instructions and make sure they are understood
o Manage a class effectively in a wide variety of contexts taking into consideration
the learners' needs and levels of language competence as well as mixed abilities
o Clarify the meaning of new vocabulary through the use of different means
and I am able to check that the students have understood

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V. PLANNING AND EVALUATION
Trainees are able to do at the end of the course:
o State the general aims of a course with reference to the CEFR (European
Framework)
o Define the aims of my lesson so that they fit within the context of the whole
course
o Plan lessons and teaching programs and include appropriate tasks to suit the
learning outcomes
o Use various ways of conducting a course evaluation
o Do a needs analysis and assess my students' language competence
according to the CEFR
o Inform my students on language examinations available to them and advise them
on the appropriate options for them
o Help my students to plan further learning to suit their needs
o Use a variety of inductive and deductive approaches to present a grammar
structure and select an effective approach taking into account the grammar point in
question and the group I'm teaching
VI. SELF-ASSESSMENT AND DEVELOPMENT
Trainees are able to do at the end of the course:
o Reflect and draw conclusions from observations and self-observation in order to
gain a better understanding of the teaching situation and validate, bring changes to
and improve my own teaching
o Receive and make use of feedback on my teaching performance
o give constructive feedback to colleagues
o Incorporate the systematic sharing of ideas with colleagues to promote best
practice
o Access the relevant support systems that will enable me to develop further
and find solutions to my teaching problems
o Put forward ideas on how to ensure continuous professional development

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MANUAL
The 6 areas for the dossier:
The content areas that should be included in your dossier are:
a. Language Awareness
b. Language and Culture
c. Language Learning Processes
d. Language Teaching
e. Planning and Evaluation
f. Self-Assessment and Development
a. Language Awareness
Topics dealt with in this area:
 Pronunciation training
Learning vocabulary
 Listening comprehension, understanding different accents
 Learning spoken and written language (and their differences)
b. Language And Culture
Content for language and culture
 Awareness of socio-cultural and intercultural aspects of language use and
language learning
 Dealing sensitively with difficult classroom situations relating to intercultural
differences
 Understanding different backgrounds (therefore different study methods) of
students
 Cross-cultural communication, e.g. work-related situations (do's and don't's)
 Application of this knowledge to the teaching situation

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c. Language Learning Processes
Topics dealt with in this area:
 How to correct mistakes
 Use social forms - how adults learn a language
 Which are the different learner types?
 Learning strategies and learner autonomy
 Progress tests
 Application of theoretical knowledge in authentic situations
d. Language Teaching
Topics dealt with in this area:
 Use of social forms
 Speaking activities
 How do I present a grammar structure?
 Micro - peer teaching
 Pronunciation training
 Using pictures in a language classroom
 Difficult classroom situations
 Progress tests
 The use of media - e-learning/blended learning
 Encouraging and motivating the students to learn and use the language
 Using authentic materials
 How do I teach vocabulary?
e. Planning And Evaluation
Topics dealt with in this area:
 Use of social forms
 How do we draw up a lesson plan?
 How do I present a grammar structure?
 Micro-peer teaching
 Pronunciation training
 Using pictures in a language classroom
 Difficult classroom situations
 Progress tests

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 The use of media e-learning/ blended learning
 Positive, yet constructive feedback
 Explaining assessment criteria to students
 Preparing materials (for class and online)
f. Self-Assessment And Development
Topics dealt with in this area:
 Micro-peer teaching
 Feedback rules
 Difficult classroom situations
 Progress tests
 Continuous self-assessment in e.g. learning diary
 Setting targets for learning at the beginning of the course (or at the end, based
onfeedback, for further improvement)
EVALUATION
Content area: Language Awareness
Target Skills and Competencies
(Please tick the boxes if the statement is true for the person you are evaluating.)
,
The teacher is completely familiar with the basic tools for language analysis.
 The teacher is able to make general comparisons between the source language
of the learners and the target language.
 The teacher can deploy this knowledge in his/her teaching, using it in particular
for the planning of language lessons and language courses.
 The teacher is able to check his/her knowledge of the language system and to
further develop it, using relevant reference sources.
There is clear evidence of the mastery of the following skills and competencies in the
candidate's certification dossier.
The teacher is able to
use correct and appropriate terminology to describe language.
formulate learning objectives clearly and comprehensibly for language lessons and
parts of language lessons
analyse language and help learners to understand language structures
perceive and understand difficulties related to the structures of the target

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language which learners encounter and to provide appropriate didactical and
methodological measures to deal with such problems
 provide grammatical explanations which are readily comprehensible and
accessible to his/her learners
Content area: Language and Culture
Target Skills and Competencies
(Please tick the boxes if the statement is true for the person you are evaluating.)
,
 The teacher is aware of socio-cultural and intercultural aspects in language use
and language production.
The trainer is able to sensitive learners to cultural differences.
There is evidence of the following skills and competencies in the certification dossier:
The teacher is able to
 Show empathy with/sensitivity to the cultural background(s) of the learners
Promote sensitivity towards cultural differences whilst avoiding cultural
Stereotypes in his/her learners.
Integrate socio-cultural and intercultural topics into the language lessons.
Content area: Language Learning Process
Target Skills and Competencies
(Please tick the boxes if the statement is true for the person you are evaluating.)
,
The teacher
 Takes into account and incorporate into his/her teaching the educational
experiences their students have had previously
Provides for individual learner styles and strategies in his/her teaching.
 Designs the lessons with my students' needs and interests in mind in order to
make it interesting, lively and motivating.
Gives his/her students feedback on their language competence in a way that is
appropriate and helpful (i.e. error correction) taking into account the stage of
language development they are as well as the stage aim we are trying to achieve in
a particular stage of a lesson
 Encourages and motivates his/her students to improve, being aware of different
types of motivation and capable to relate those to my students

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In his/her certificate dossier the teacher has provided evidence that s/he is able to:
 Maneage different educational contexts of learning and teaching (awareness of
theeducational experiences that learners bring into the classroom)
 Know about theories of language learning and acquisition.  Correct and give
feedback.
Content area: Language Teaching
Target Skills and Competencies
(Please tick the boxes if the statement is true for the person you are evaluating.)
,
The teacher
defines the aims of the lesson and understands how to achieve them by the end
of the lesson as well as makes his/her students aware of what thier aims are.
 is confident in selecting, adapting and designing materials to suits those aims 
uses a variety of exercise types.
 uses various media forms appropriately (Moodle, whiteboard, Smartboard...) 
evaluates learning tasks and activities.
gives clear instructions and make sure they are understood
 manages a class effectively in a wide variety of contexts taking into consideration
the learners' needs and levels of language competence as well as mixed abilities.
 clarifies the meaning of new vocabulary through the use of different means and is
to check that the students have understood.
In his/her certificate dossier the teacher has provided evidence that s/he is able to:
Select of appropriate methods to suit learning and teaching objectives.
 Evaluate, select and adapt different teaching and learning materials to suit the
aims of the lesson.
 How to evaluate language learning tasks.
Include any use of media.
Content area: Planning and Evaluation
Target Skills and Competencies
(Please tick the boxes if the statement is true for the person you are evaluating.)
,
The teacher
 Is able to plan and evaluate language lessons within the context of a given
curriculum/course of studies.
 Understands the institutional context of his/her teaching activities and is familiar
with the overall training programmes offered within his/her institution.

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 Understands the levels of competence defined in the European Framework of
Reference, is familiar with the main language examinations offered in the target
language and is able to prepare learners to take such examinations.
In his/her certificate dossier the teacher has provided evidence that s/he is able to:
State general aims and objectives for a course or a series of lessons.
 Define aims and objectives for a lesson and integrate them in the context of a
course.
 Plan lessons, selecting appropriate learning tasks and activities to suit the aims
and objectives of the lesson
Content area: Self-Assessment and Development
Target Skills and Competencies
(Please tick the boxes if the statement is true for the person you are evaluating.)
,
Practical teaching competence
The teacher is able to
Combine theoretical knowledge with practical language teaching.
 Acquire basic methodological-didactic competence and skills and know when and
how to apply them.
During the lesson
Successful lesson is all about setting realistic aims that meet the students' needs
and achieving them!
Here's a list of aims and sub-aims:
1. Introducing and practising new vocabulary.
2. Revising previously taught vocabulary.
3. Introducing a new grammatical point.
4. Introducing new functional language.
5. Revising or reviewing one or more grammatical points.
6. Revising or reviewing functional exponents.
7. Giving controlled/less-controlled/freer practice of a language point.
8. Contrasting two (or more) grammatical points.
9. Contrasting two (or more) functional exponents.
10. "Warmers/icebreakers" - getting to know your students.
11. Raising awareness/ear training and/or practising aspects of phonology:
a) pronunciation of phonemes/individual sounds
b) word stress
c) sentence stress
d) intonation
e) features of connected speech

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11. Error correction work (usually revising previously taught language)
12. Self-access work.
13. Learner training.
14. Developing reading skills - prediction/skimming/scanning/inferring, etc.
15. Developing listening skills - prediction/gist/for specific information/inference,
etc.
16. Developing speaking skills - fluency/accuracy practice/ consolidating recently
taught language.
17. Freer speaking (e.g. role play) for revision of previously taught language.
18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc.
19. Developing study skills - note-taking/summarizing.
20. Developing dictionary skills.
21. Promoting interest in the culture.
22. Using video to build awareness of non-verbal communication.
23. Integrating the four skills.
24. Simulations for revision of previously taught language / for fluency practice.
25. To create a relaxed, non-threatening atmosphere in the classroom.
After the lesson
Timetable Fit - classwork (past and future)
- what was covered in previous lesson(s), and what will be covered in follow-up
lesson(s).
Does the lesson review language from previous lesson(s) or preview language for
future lessons?
4.-Instructions:
How to proceed with the evaluations and the assessment criteria

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