International Diploma in English Language Teaching Methodology

1. 1
Bridge IDELT™-NNEST Trainee Final Report
NAME OF TRAINEE Thomas Baker
COURSE DATES and LOCATION 17th May – 13th September, 2010. Universidad Finis Terrae, Santiago, Chile.
COURSE GRADING: DESCRIPTION AND SUMMARY OF TRAINEE PERFORMANCE FOR EACH COMPONENT
Teaching Practice and Lesson Planning Component
Abbreviations: Ss= Students, RSLP= Receptive Skills Lesson Plan, m/p/f= meaning, pronunciation, form, LP= lesson plan, CCQs=concept checking questions, TL= Target Language,
PPP=Present, Practice, P roduce, STT=Student Talk Time, TTT=Teacher Talk Time, ICQs=Instruction Check Questions, LA= Language Analysis, mgt= management
TP Date & Level & OVERALL COMMENTS FOR LESSON PLANNING AND DELIVERY: Major Lesson Plan Teaching
# Length Type of strengths and weaknesses Grade Practice
Lesson Grade
+ Awesome 1st attempt, awesome visuals
- Include all headings in procedures, have a stronger production (real-life Grade: Grade:
5/27/10 situations). q Un-graded q Un-graded
Beginner q Fail q Fail
+ Great rapport, energy & sense of humour, good teaching techniques. (use
1 60 Vocabulary q Pass q Pass
minutes (occupations) CCQs, ICQs, choral drills, elicit, gesture), good monitoring of Ss’ work & lots of
S-S interaction. q Good q Good
- Less T led/ presence, lower TTT further (echo/running commentary), simplify n Excellent n Excellent
instructions/model activities.
+ Good variety of activities, good content knowledge
- State all CCQs and ICQs in procedures, further elaborate procedures/ script Grade: *Split Grade: *Split
directives, more detailed & specific lesson aims. q Un-graded q Un-graded
6/24/10 Beginner q q
2 + Good teaching techniques (personalisation of TL, use of board, use of Fail Fail
60 Grammar q q
rhythm), good monitoring, conductive learning environment, good wrap up. Pass Pass
minutes (Past simple)
n Good n Good
- Further simplify & slow down instructions, model instructions more, specific
ICQs, time mgt, material coverage, lower TTT (echo/running commentary n Excellent n Excellent
further)
+ Awesome power point, visuals, topic.
- Work on timing of stages (reduce presentation, increase production), elaborate Grade: Grade:
Beginner procedures further, more emphasis on TL (sequence markers): in order to q Un-graded q Un-graded
8/19/10 q Fail q Fail
Functional achieve/ meet lesson aims.
3 60 q Pass q Pass
Language + Good use of gestures/scaffolding, good rapport, good CCQs, drilling &
minutes n n
monitoring. Good Good
- reduce TTT, more activities to incorporate linkers (TL), time mgt, echo/running q Excellent q Excellent
commentary, grade language further, more modelling of instructions.
+ Good topic choice, good activities
Grade: *Split Grade:
- Work on assumptions & anticipated problems. q Un-graded q Un-graded
9/02/10 Beginner + Good T positioning, T presence, good amount of repetition, good use of q Fail q Fail
4 60 Functional gestures & TPR (Total Physical Response) approach, good praise & q Pass q Pass
minutes Language encouragement. n Good q Good
- Clarify meaning, more pronunciation drills, continue to work on shortening & n
simplifying instructions for beginner Ss.
n Excellent Excellent
Grade: Grade:
+ Good teaching techniques: ICQs, eliciting, drilling, good lesson flow &
9/02/10 n Un-graded q Un-graded
8° grade structure, good T’s ear, good T positioning, good content knowledge, good q Fail
5 45 praises and encouragement, good exposition, set objectives at the beginning of q Fail
Speaking q q Pass
minutes the lesson.
Pass
(on-site)
(Drama)
q Good q Good
- Echo q Excellent n Excellent
Grade: Grade:
9/02/10 n Un-graded q Un-graded
6 12° grade + Very good classroom mgt, good flow & good amount of STT, good facilitation, q Fail
45 good content knowledge, good eliciting, quick thinking & good adaptation of q Fail
Speaking q q Pass
minutes (Drama) lesson.
Pass
(on-site) q Good q Good
q Excellent n Excellent
Written Assignment Component
Assignment Grade
Professional Development Paper Excellent
Thomas, we appreciate the fortitude you showed during the course. You were always prepared and contributed
greatly to class. Your thoughts and insights are reflective of the work and dedication you demonstrated through out
this course. Thank you for your sincerity and clarity in expressing yourself. Your ability to process and then apply the
knowledge and feedback you received during the course into your lesson plans was exceptional. We appreciated your
genuine participation and drive for success.
Grammar Paper: Excellent
Your research and analysis of the grammar point you selected, passive voice, was thorough and well-organized. I
would like to have seen a more grammatical aspect of it, though. As for the lesson plan, it is excellent. However,
rather than using the PPP, it would be more appropriate to use the TTT (Test Teach Test) format instead.
© Bridge-Linguatec, Inc.

2. 2
Independent Task 1 - Guided Evaluation Task: Excellent
Although it’s hard to critique yourself, your report was excellent. You were able to review yourself by video and reflect
positively on your performance.
Independent Task 2 - CALL (Computer Assisted Language Learning) Lesson Plan: Excellent
The premise of your CALL (using the passive voice in an academic paper) was excellent and the corresponding
lesson plan well done as well. However, the PPP model would not be the best suited format to use; the TBL (Task-
Based Lesson) approach would have been better. Hopefully you will be able to use this lesson someday!
Portfolio Collection: Complete
Your portfolio is complete including the make up work of missed input session(s): Role of a Teacher, classroom Mgt 1, Functions,
Activities 2: Games, Connected Speech, and Business English.
Participation in Input Component
Thomas showed preparedness during input sessions. He was able to keep up with daily reading and homework assignments. His
comments were relevant to the daily topics. He willingly offered comments as well as clarifications for his own learning. When
working in groups or pairs, he often led discussions, participated willingly and offered assistance to group-mates.
Feedback Component
Thomas’s observation and feedback demonstrated his own learning by not only recognizing what worked and didn’t work, but by
offering solutions. His comments were positive, precise, accurate, and helpful. He was professional in his delivery during the
feedback sessions.
FINAL GRADING (Percentages reflect weight of final grade)
The components for the final grading are as follows: Weight Component Grade Final Course Grade
Teaching Practice (Execution of lesson): 40% Excellent Excellent
Feedback (Self and peer observations): 10% Excellent
*The final course grade reflects the grade
Planning and Preparation: 15% Excellent average of all five components. The final grade
Written Assignments: 20% Excellent is determined by adding the percentages (i.e.
Participation in Input: 15% Excellent weight) of each component’s grade together.
The highest percentage indicates the grade of
Total : 100% Excellent, Good or Pass.
OVERALL COMMENTS AND RECOMMENDATIONS
Thomas worked conscientiously throughout the course and fulfilled all requirements to pass including submitting a final portfolio of all
coursework and grading materials. Thomas consistently and convincingly:
• Established excellent rapport with the group of adult beginner students he taught and developed excellent classroom management
skills.
• Assessed learner needs in order to plan and teach lessons which take account of learners’ backgrounds, learning preferences and
current needs.
• Used and adapted materials effectively and efficiently to prepare and execute lessons designed to develop learners’ overall
language competency by defining and analyzing the language systems and language skills (reading, writing, listening, speaking) as
well as how they are learned. His lesson ideas are excellent, and his language analysis and awareness are very good.
• Demonstrated his understanding of teaching methods and techniques as well as language awareness through writing his own
lessons based upon material appropriate for the class level by implementing what was presented in input sessions, through
executing teaching practice classes, and through producing written assignments on the following topics: grammar/language skills
related tasks, teaching skills related tasks and professional development tasks.
• Demonstrated to his trainers’ satisfaction that he is exceptionally skilled with the planning and presentation of m aterial to learners of
English as a Foreign Language in the areas of: conversation, listening, grammar, function, pronunciation, vocabulary, reading, and
writing using The Communicative Approach as the foundation for all activities in his classes. In addition, Thomas covered the areas
of: lesson planning, teacher resources, multi-media in the classroom including e-learning resources for students, the history of the
English language, cultural issues for the EFL teacher and professional development.
• Demonstrated professional awareness and responsibility as well as teacher development by giving and receiving teaching feedback
and working effectively with peers and trainers.
He will undoubtedly be an asset to any team, and we confidently recommend h im .
TRAINERS
Christine Ng Marianne Wood
Head IDELT Trainer Assistant IDELT Trainer
Bridge-Linguatec Language Services Bridge-Linguatec Language Services
Los Leones 439, Providencia Los Leones 439, Providencia
Santiago, Chile Santiago, Chile
Phone: (56) 2 233-43 56 Phone: (56) 2 233-43 56
Fax: (56) 2 234-13 80 Fax: (56) 2 234-13 80
e-mail: cng@bridgetefl.com web site: www.bridgelinguatec.com/chile
web site: www.bridgelinguatec.com/chile
© Bridge-Linguatec, Inc.