Teaching Practice Kit - English - 2017

Bianca Bretan Raluca Petru
PRE-SERVICE TEACHING PRACTICE KIT
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Contents
1. INFORMATION SHEET FOR PRE-SERVICE TEACHING PRACTICE................................................3

2. PRACTICAL TEACHING OBJECTIVES...........................................................................................4
3. THE ORGANISATION OF THE PRE-SERVICE TEACHING PRACTICE PORTFOLIO..........................6
4. THE PRE-SERVICE TEACHING PRACTICE PROGRAMME.............................................................7
5. QUESTIONNAIRE FOR ENGLISH LANGUAGE TEACHER TRAINEES.............................................8
6. LESSON OBSERVATION RECORD..............................................................................................13
7. TRAINEE TEACHING PRACTICE RECORD..................................................................................14
8. LESSON OBSERVATION SHEET.................................................................................................15
9. BLACKBOARD MANAGEMENT.................................................................................................60
10. FEEDBACK SESSION..............................................................................................................61
11. LESSON PLAN.......................................................................................................................62
12. TEACHER TRAINING LESSON EVALUATION..........................................................................77
13. ENGLISH TEACHING PRACTICE FINAL REPORT....................................................................80
14. TRAINEES FEEDBACK FORM FOR MENTOR.........................................................................81
15. REFLECTIVE JOURNAL..........................................................................................................82
16. USEFUL WEBSITES AND LITERATURE...................................................................................84
17. GLOSSARY............................................................................................................................86
18. BIBLIOGRAPHY.....................................................................................................................95
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1. INFORMATION SHEET FOR PRE-SERVICE TEACHING PRACTICE
Pre-service teacher training guidelines
1. You will be part of a group of 6 - 10 students and it is advisable that

you attend classes together. Likewise, it is going to be easier for the
mentor to provide feedback. The mentor will keep a record of your
attendance.
2. Your mentor will supervise your initial teacher training.
3. The methodologist and mentor are working in partnership for your development and will be
in regular contact to ensure that your needs are met.
4. We do not impose a teaching practice day. You are going to meet with you mentor and
decide together a suitable timetable. You are going to perform your teaching practice in
different days and at different hours in order to able to teach and observe a wide variety of
classes. We ask you to be flexible so that you get the best possible benefit from this
experience.
5. You will teach different levels and together with the mentor you must make sure that you
teach a variety of lessons (skills, grammar, etc.).
6. The training is designed to be developmental not judgmental. You will be encouraged to self-
evaluate with a view to becoming responsible for your own development.
7. Observation of your colleagues (5h) will be an integrant part of the training followed by
supportive, constructive feedback. You are expected to attend all feedback sessions for the
observed/taught classes.
8. You are also expected to keep a full record of your teaching practice. You have the necessary
information on the next pages.
9. You will be provided with oral and written feedback from your mentor. This will provide a
record of your progress. As the training progresses the mentor will indicate the level of your
teaching competence in the form of a grade on your feedback form, so that you are aware of
your position and can make any necessary improvements.
10. By the end of the teaching practice you will be expected to be able to achieve certain
teaching objectives. These are set out in the Practical Teaching Objectives section.
11. There is a standard evaluation form which will be used to evaluate the lessons.
Familiarization with the categories listed there can help you understand what is expected of
you.
12. Grading:
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Mark DESCRIPTION
10 A very good performance
9 A good performance
8 A satisfactory performance
7 A weak performance
In case the student receives a final mark that is below seven then he/she has to take this course
again. The final mark will be decided and agreed together by the mentors and the
methodologist.
2. PRACTICAL TEACHING OBJECTIVES
By the end of training you should be able to do the following:
Lesson planning
State the objectives of a lesson (clear aims);
Plan lessons to ensure a variety of activities and modes of interaction;
Plan lessons so as to integrate the different language skills;
Suitable use of time and teaching materials;
Ability to link to previous knowledge;
Show relevant subject knowledge, including National Curriculum awareness.
Presentation and class management

Give clear and concise instructions, examples and explanations;
Balance and vary activities during the lesson;
Make smooth and logical transitions from one stage of the lesson to the other;
Ensure the appropriate correction of errors;
Ensure the participation of most of the class;
Conduct question- and- answer work with a minimum of teacher talk;
Encourage weak pupils and reinforce their contributions;
Use the appropriate class grouping for both language practice and other tasks;
Organize blackboard work;
Effective use of teaching aids.
Pronunciation
Diagnose the pupils pronunciation problems, and plan remedial activities;
Use a minimum pair drill to practice a phonemic or stress distinction;
Give appropriate correction during the pupils reading aloud.
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Grammatical structures
Present a new structure in a context, using inductive/deductive methods;
Give both form focus and fluency oriented practice of a new structure;
Conduct pupil-to-pupil practice of a structure (open and closed pairs);
Give written reinforcement of a structure;
Diagnose pupils grammar problems, and plan remedial activities.
Vocabulary
Select and pre-teach vocabulary before doing reading or listening comprehension;
Use a variety of techniques for explaining new words;
Devise vocabulary consolidation exercises to follow up the study of a text.
Listening and reading

Conduct a listening comprehension activity, using voice or tape, with pre-questions and
written answers;
Conduct a reading comprehension activity, with pre-questions and written answers, to
practice specific sub-skills of reading;
Use a variety of tasks to check listening or reading comprehension, including checklists, chart-
filling and true-false;
Organize pupils work on a text using groups or pairs;
Use general and personal questions in the follow-up to reading or listening comprehension
work, and encourage alternative answers;
Following comprehension work on a text, conduct text study activities dealing with lexis,
cohesion or text structure.
Writing
Use a variety of writing tasks, including personalized writing and functional (realistic) writing;
Introduce pupils to the structures and formal features of a genre;
Give pre-writing and while-writing guidance appropriate to the pupils level;
Assess the communicative effectiveness of pupils writing;
Correct errors selectively in written work;
Train pupils to monitor their written work and self-correct;
Train pupils to take notes; check their notes periodically.
Speaking
Distinguish between accuracy and fluency-oriented activities and conduct them accordingly;
In accuracy work, ensure the correction of errors concerning the language point in focus;
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In fluency work, intervene only when errors impede communication, and correct
communicatively;
Organize communicative activities: debate, problem-solving;
Evaluate pupils oral work.
Testing
Devise and conduct tests to check the pupils learning of grammar, functions or vocabulary.
Reflection and awareness

Ability to evaluate own performance reasonably well, connected to the ability to suggest lines
of improvement;
Constructive response to advice: not afraid of criticism, having a co-operative attitude during
the evaluation process.
Remember
You are a guest in the school in which you are performing you pre-service teacher training.
Therefore, please:
Behave courteously with the mentor, the principal and the students.
Behave professionally.
Try and understand school life and contribute positively to it.
3. THE ORGANISATION OF THE PRE-SERVICE TEACHING PRACTICE PORTFOLIO
A full record of all your activities should be kept and organised in your own personal TP Portfolio
which is a true record of your TP experience. This portfolio would be a valuable resource when
you start teaching after graduation. With that in mind you should organise it to suit your needs.
Remember that it should be very clear and easy to follow for an independent reader (such as
mentors, methodologists, teachers, and inspectors).
Documents to be filled in by the student How to use the document

Lesson plan The student has to fill in five lesson plans, one for each lesson that has
been taught. Teaching materials will be attached (when possible)
Lesson The student has to fill in fifteen lesson observation sheets (10
observation sheet documents for the classes taught by the mentor and 5 documents for
the peers that have been observed). The observation sheet gives
students the possibility to reflect on the main stages of a lesson, the
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teaching activities used by the teacher and various other aspects
linked to the teaching sequence.
Lesson The student will write here details about the classes that he/she has
observation observed.
record
Teaching practice The student will write here details about the classes that he/she has
record taught.
Trainees feedback The student will evaluate the mentor.
form for mentor
Reflective journal The student has to answer the questions that are part of the reflective
journal.
Documents to be filled in by the mentor How to use the document

Teacher training This document should be filled in and signed by the mentor.
lesson
evaluation
English Teaching This document should be filled in and signed by the mentor.
Practice final
report
4. THE PRE-SERVICE TEACHING PRACTICE PROGRAMME
The duration of the pre-service teaching practice program is of 14 weeks. Useful details about
the way in which each activity has been scheduled are provided below.
TEACHING PRACTICE PROGRAMME Teaching

WEEK Practice
HOURS
1 Orientation meeting with the methodologist on the first Teaching 2h

practice (TP) day.
2 Meeting the mentor for the first time. Discussion with the mentor 6h
about the classes she/he teaches and the textbooks she/he
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currently uses. Mentor observation. Team planning.
3 Team teaching with a mentor. 15 min
4 Team teaching with peers. 30 min. 1 h
5-10 Planning and teaching lessons alone. 4h

peers observation
followed by group discussion, feedback
12 The portfolio is handed in to the mentor.
14 The portfolio is handed in to the methodologist at the faculty.
Number of hours taught:
Every student will teach 5 hours: 4h/lessons alone and 1h/lesson in team teaching format.
Number of hours observed:
Every student will observe 15 hours: 10 h/lessons the mentor and 5 h/lesson his/her peers.
5. QUESTIONNAIRE FOR ENGLISH LANGUAGE TEACHER TRAINEES
The purpose of this questionnaire is to enable you to introduce yourself to your mentor. It will
give you the chance to explain your areas of interest, your expectations and your perceptions of
your level of competence in English language and teaching skills. If you do not have any teaching
experience then fill in only the parts that are relevant to you.
Previous teaching experience
Please describe your previous teaching experience (name of school, age-range of pupils taught,
content covered, types of classroom organization used). If none, write NONE.
General information about your views and expectations of teaching
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Please make comments in response to the following:
What I expect from this teaching practice
How I see the job of teaching
How I define my role as a teacher
My professional aspirations/What I want to achieve
The kind of atmosphere I would like to achieve in the classroom
Please indicate how you assess your level of English language competence in the areas below. Use the
following scale and circle a number:
Basic 1
Adequate 2
Good 3
Very good 4
I Currently I would rate my knowledge of
English grammar 1 2 3 4
English vocabulary 1 2 3 4
English pronunciation 1 2 3 4
English usage 1 2 3 4
II Currently I would rate my ability in
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English speaking (accuracy) 1 2 3 4
English speaking (fluency) 1 2 3 4
English listening 1 2 3 4
English reading 1 2 3 4
English writing 1 2 3 4
Put a cross (X) on each line at an appropriate point to show your own personal characteristics. Be
as honest and objective as you can.
clear thinking ______________________________ confused

creative ______________________________ not very creative
calm ______________________________ anxious
confident ______________________________ lacks confidence
patient ______________________________ impatient
act first ______________________________ think first
optimistic ______________________________ pessimistic
extrovert ______________________________ introvert
Your experience of English language teaching methodology
Look at the following methodology course list and circle those areas you have already dealt with.
Teaching methods: Grammar Lesson planning

translation, Audio-lingual etc. Teaching aids
The communicative approach Using and adapting a textbook/lesson
Teaching vocabulary Topic-based teaching
Teaching grammar Asking questions
Teaching reading and listening Developing learners thinking skills
Teaching writing and speaking Information gap activities
Classroom management Materials development
Grouping techniques
Your rating of your teaching skills
If you have previous teaching experience of teaching, please comment on the following:
Aspects of my teaching which I feel are strong
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Aspects of my teaching which I feel to be enjoyable
Aspects of my teaching which I need to give special attention in order to improve
In the following section please use the scale below to indicate how you would assess your own
level of competence in each area given. Give brief reasons why you have assessed yourself as
you have. If you have not taught before, you can limit yourself to commenting on knowledge.
1. Currently I would rate my Knowledge/abilities in lesson planning as:

Knowledge 1 2 3 4
Ability 1234
Reasons:
2. Currently I would rate my knowledge about/abilities in using a range of teaching strategies as:
Knowledge 1 2 3 4
Ability 1234
Reasons:
3. Currently I would rate my knowledge/ability to teach:
Listening skills 1234
Reading skills 1234
Writing skills 1234
Speaking skills 1234
Reasons:
4. Currently I would rate my knowledge/ability to present:
New vocabulary 1234
New structures 1234
Reasons:
5. Currently I would rate my knowledge/ability to practice:
New vocabulary 1234
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New structures 1234
Reasons:
6. Currently I would rate my knowledge/ability to organize pair/group work:
Knowledge 1 2 3 4
Ability 1234
Reasons:
7. Currently I would rate my ability to work as a member of a team as:
Ability 1234
Reasons:
8. Currently I would rate my ability to self-evaluate by accurately reflecting on experience as:
Ability 1234
Reasons:
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6. LESSON OBSERVATION RECORD1
Student. Mentors name. Mentors signature

School Date Grade Teacher Lesson title Comments
1
Please write here the lessons that you have observed and fill in every table heading
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7. TRAINEE TEACHING PRACTICE RECORD2
Student. Mentors name. Mentors signature
Lesson title Date Grade Team/ alone School Comments
2
Please write in the table below the lessons that you have taught
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8. LESSON OBSERVATION SHEET3
I
Teacher Observer (the student) ....
Date Title of the lesson ....
Grade ..... Level
Stages/ Procedures / Activities Alternatives / Rationale

Timing Focus on the teacher and the learners
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The student would use this lesson observation sheet both when observing his/her mentor and his/her
peers. This sheet would contain a brief record of the lesson in terms of stages/timing, activities that take
place in each stage and the reason /aim of each stage.
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Areas Comments
CLEARNESS OF AIM
Was there one? Was it realistic for the students?
Was it achieved fully/partially?
What is missing?
LESSON PLAN / PROGRESSION OF LESSON
How effective was each stage?
Did the lesson progress fluidly and logically?
Did the teacher use a variety of activities?
Were the activities set up and clearly organized?
USE OF MATERIALS/AIDS
Were the materials authentic, appropriate,
suitable, and relevant?
What type of materials did the teacher use?
(visual, audio etc.)
CLASSROOM MANAGEMENT
Did the teacher reorganize the seating when
group work or pair work was involved?
Did the teacher change position appropriately
with action?
Was the teachers voice clearly audible at all
times?
Did the teacher maintain good eye contact?
Did the teacher obscure/not obscure the board?
Were the instructions clearly expressed?
Did the teacher check that the pupils had
understood the instructions?
Was the teacher aware of pupils learning
difficulties and did she/he respond in a
supportive way?
VARIETY OF INTERACTION
How many different types of interaction took
place?
Was there sufficient variety in the lesson?
Was there any time when you felt the interaction
was inappropriate? If so, when and why? What
would you replace it with?
ERROR CORRECTION
Note the types of mistakes (vocabulary, grammar,
pronunciation)
How was the correction achieved? (student
guided to self-correction, student to student
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Areas Comments
correction, teacher to student correction)

Note when the teacher corrected (on the spot,
delayed)
Did the teacher correct too much?
USING THE BOARD
Was the board visible to all?
Did it appear disorganized?
Was the new language highlighted effectively?
Was the board work complete? (no unfinished
sentences)
Was the board overused or underused?
Was the information on the board relevant for
the lesson?
TEACHER TALKING TIME
Did the teacher speak too quickly or too slowly?
In which activities was student talking time more
than teacher talking time?
Overall, who did the most talking?
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LESSON OBSERVATION SHEET
II
Grade ..... Level

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Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
19
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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III
Grade ..... Level

21
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
22
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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IV
Grade ..... Level

24
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
25
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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V
Grade ..... Level

27
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
28
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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VI
Grade ..... Level

30
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
31
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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VII
Grade ..... Level

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Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
34
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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VIII
Grade ..... Level

36
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
37
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
38
IX
Grade ..... Level

39
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
40
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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X
Grade ..... Level

42
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
43
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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XI
Grade ..... Level

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Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
46
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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XII
Grade ..... Level

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Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
49
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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XIII
Grade ..... Level

51
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
52
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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XIV
Grade ..... Level

54
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
55
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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XV

Grade ..... Level

57
Areas Comments
CLEARNESS OF AIM
What is missing?
with action?
times?
supportive way?
place?
ERROR CORRECTION
pronunciation)
58
Areas Comments

delayed)
USING THE BOARD
sentences)
the lesson?
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9. BLACKBOARD MANAGEMENT
The blackboard/whiteboard represents a primary visual support for students. Therefore, the
teacher should be preoccupied with providing a neat display. The teachers should use charts,
tables, and mind maps in order to organize the content that will be taught. A good piece of
advice for would-be teachers is to use designated spaces for different purposes and stick to this
routine. Likewise, students would relate better to the information that is presented because they
know what is expected from them. The following details should not be forgotten: the title of the
lesson, the targeted aims, and the date. In addition, the would-be teacher should avoid a
cluttered blackboard because it looks untidy.
When analysing the way in which the information written on the blackboard is organized one
has to consider the following aspects:
the teachers handwriting
the teachers spelling
the layout of the content
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10. FEEDBACK SESSION
Comments based on the lessons that have been observed
Things that I have learned from my mentor

Lesson/ date Details
1.
2.
3.
4.
5.
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11. LESSON PLAN
I. The student has to fill in one lesson plan sheet and one self-evaluation sheet for each lesson
that he/she has taught.
Teacher Observer ...
Date Title of the lessonTextbook..Grade
AIM(S) of LESSON
The main aim(s) of this lesson will be: ______________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STUDENTS' PROBLEMS
I anticipate that the following may cause problems:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
AIDS / MATERIALS
______________________________________________________________________________
______________________________________________________________________________
SELF-EVALUATION
Reflection represents an important stage in a teachers professional development. Complete the
following blanks as soon as you can after you have finished teaching the lesson. Be as open,
honest and constructive as you can.
My feelings immediately after the lesson are / were:
___________________________________________________________________________
___________________________________________________________________________
Write down any evidence that your activity was successful:
___________________________________________________________________________
___________________________________________________________________________
The things I was not happy with were:
___________________________________________________________________________
___________________________________________________________________________
Make suggestions about how you would change the lesson plan to be used in the future to
improve the lesson. Note down some particular areas in the lesson you need to pay more
attention at in the future:
__________________________________________________________________________________
________________________________________________________________________________
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Lesson stages Activities - students and teacher Reasons for activities Materials Timing
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II. LESSON PLAN
The student has to fill in one lesson plan sheet and one self-evaluation sheet for each lesson that
he/she has taught.
AIM(S) of LESSON
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STUDENTS' PROBLEMS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
AIDS / MATERIALS
______________________________________________________________________________
______________________________________________________________________________
SELF-EVALUATION
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
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III. LESSON PLAN
he/she has taught.
AIM(S) of LESSON
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STUDENTS' PROBLEMS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
AIDS / MATERIALS
______________________________________________________________________________
______________________________________________________________________________
SELF-EVALUATION
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
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IV. LESSON PLAN
he/she has taught.
AIM(S) of LESSON
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STUDENTS' PROBLEMS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
AIDS / MATERIALS
______________________________________________________________________________
______________________________________________________________________________
SELF-EVALUATION
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
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V. LESSON PLAN
he/she has taught.
AIM(S) of LESSON
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
STUDENTS' PROBLEMS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
AIDS / MATERIALS
______________________________________________________________________________
______________________________________________________________________________
SELF-EVALUATION
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
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LESSON PLAN4
Teacher: Gyrgydeak A. Patricia

Subject: English
Date: March 29, 2013
Grade: 7th
Class description:
There are 16 students in this class, 6 boys and 10 girls, all between 13 and 15 years old.
They have English classes twice a week (Monday and Friday), for 50 minutes each time. Most of
them have been studying English for about 4 years but the class level is quite low. Its an early
group (8.00-8.50 a.m.) and they usually come to class quite sleepy, so an active warm up, where
they have to move, is almost always a good start.
Lesson length: 8.00-8.50 a.m.
Textbook: English Scrapbook-Oxford University Press
Lesson type: acquisition of knowledge
Curriculum connection: Science, Health, Sports, Arts;
Title of the lesson: Tomorrows world;
Skills: reading, writing, speaking & listening (integrated)
Main lesson aims: by the end of the lesson the students will be able to:
Form accurate oral and written sentences by using the future continuous;
Use will to make predictions, based on the text they read about;
Practise vocabulary related to the topic in sentences of their own (engage in
conversations, provide and obtain specific information);
Solve different types of exercises by using the simple future and future continuous;
Express their own ideas using remote future;
Personal goals:
To create a warm, friendly atmosphere;
To activate students knowledge on the world by using proper techniques;
To encourage students to communicate freely and spontaneously during the activities;
Predicted problems:
4
This is a lesson plan sample that is meant to provide guidance.
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Some Ss from the two groups may get stuck and may not be very receptive and creative;
The new vocabulary might create difficulties in pronunciation;
The Ss might find laborious to express themselves because of the lack of vocabulary;
Materials used: pictures, large pieces of white paper, blackboard, notebooks, the textbook,
worksheets, sticky notes, markers, conversation cards;
Teaching techniques: brainstorming, elicitation, conversation, explanation;
Teachers role: controller, observer, motivator, organizer, resource, feedback provider,

evidence gatherer, comprehensible input provider (Jeremy Harmer, Teacher Knowledge-2012);
Type of interaction:
whole class discussion;
group work;
individual work;
T-Ss;
Ss-T;
Ss-Ss;
Bibliography: www.islcollective.com
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Stages of the
Reason for the Type of
lesson Materials
Activities /Procedures activity interaction
& Timing
The teacher greets the - To set the
1.Warm-up students and makes sure context for the
(2) that everybody in class is lesson and
ready for the English generate
lesson. interest;
Then she checks the - To create a
homework and together pleasant T-Ss;
with the Ss corrects the atmosphere;
mistakes if necessary. - Have fun;
The T writes the date and

2.Lead-in the title on the
(13) blackboard. - To familiarize SS-Ss; Pictures
The Ss will be shown the Ss with the Blackboard
some pictures containing topic;
old cars, telephones, - To intensify the
computers and futuristic group
cities, cars and gadgets. relationship
The T tells the students and to help Ss
they have to guess the communicate
topic of the lesson better;
Tomorrows world.
After they guess, the word
is written on the
blackboard (future).
For the next activity the Ss Introducing a

will have to work in two new language
groups. Each group structure
receives some Group work; Conversation
conversation cards (Lets Ss-T; Cards
talk about the future).
3.
Presentation One member of the group Presentation of
(5) has to go to a large piece the new
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of paper put on the board language
and to draw with a marker structure-
the picture corresponding students
to the questions from the familiarise with
conversation cards. its meaning and
The second team has to use
guess what the question
might be and has to go to
stick the card to the
picture.
The activity will continue
this way, until the cards
are finished. T-Ss Blackboard
The team which has
guessed as many cards as
possible is the winner.
The T writes on the

blackboard and Ss in their
notebooks some
information about the
Future Continuous and
explains when and how it
is used (form and
meaning).
4.Controlled After that, the Ss will have - To improve Individual Notebooks;

Practice to solve exercise 3c from their work; The textbook;
(10) page 71 (Read the vocabulary and Ss-T;
Language Focus box. Use speaking skills;
the contracted form of the - Ss are given the
future continuous to make chance to
full sentences). practice the
grammar point
discussed in the
class.
After solving this exercise, This way the Ss
5. Production
(5) the Ss will have to solve improve their S-S
75
exercise 2b from page 70
(Read the article again
and match these words to
their definitions). vocabulary.
- To fluently use
the new
In pairs, students will ask structure in a
6. Feedback
and answer questions communicative Handouts;
(3)
activity
-evaluation related to things they will
do the same time next T-Ss;
week using F continuous Ss-T;
- To check their
The Ss will receive a knowledge;
questionnaire.
- To provide The textbook;
further
The Ss will receive some practice at
7. Set the exercises from their home.
Homework (2) textbook as homework
(exercise 2c/pg.70 and
exercise 4/pg.71).
76
12. TEACHER TRAINING LESSON EVALUATION
The mentor should fill in this document. Then, the completed form should be kept in the student
teachers and the mentors portfolio.
EVALUATION GUIDELINES
You are required to indicate the level of
STUDENT TEACHER:_______________________ performance for each area by writing the
appropriate grade in the corresponding
YEAR OF STUDY:___________ box.
MAJOR:____________ LEVELS OF PERFORMANCE
MINOR:____________ 10 A very good performance
MENTOR:__________________ 9 A good performance
SCHOOL:__________________ 8 A satisfactory performance
7 A weak performance
6 A seriously weak performance
PERSONAL AND PROFESSIONAL QUALITIES Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5
Presence, style, appearance
Professional attitude( commitment,
punctuality)
Voice( audibility, intelligibility)
Ability to establish rapport with pupils
77
ENGLISH LANGUAGE COMPETENCE Lesson Lesson Lesson Lesson Lesson
1 2 3 4 5
Pronunciation
Knowledge of language structures
Range of vocabulary
Command of language
Fluency
PREPARATION Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5
Clarity and appropriateness of aims and
rationale
Balance/variety and timing of
activities/methods
Suitability and preparation of materials
Anticipation of problems
Awareness of educational system and place
in curriculum
PERFORMANCE Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5
Classroom management
Presentation techniques
Questioning/elicitation
Practice techniques
Pace and timing
Handling transition
Exploitation of materials, use of teaching aids
Class dynamics
In-class feedback
Ability to adapt/improvise/deal with the

unexpected
78
Creative use of human resources and
materials
Giving homework
Achievement of aims
Working with official school records
REFLECTION AND AWARENESS Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5
Ability to evaluate own/peer performance
and response to feedback
Willingness to improve professional
capabilities through monitoring, reflection
and modification of practice
Ability to work as a member of a
team/independently
OVERALL TEACHING COMPETENCE
PORTFOLIO
FINAL TEACHING PRACTICE GRADE
The final grade represents the average of the students overall teaching competence and the
portfolio.
MENTORS SIGNATURE: ______________
Date: ________________
79
13. ENGLISH TEACHING PRACTICE FINAL REPORT
Student: _______________________________ Year: ___________________

Mentor: _______________________________ Major: __________________
School: ________________________________ Minor: __________________
FINAL TEACHING PRACTICE GRADE: (in numbers and words please):

_______________________________________________________
The following report should give a clear picture of the student teachers teaching competence after TP
and suggest their future potential as ELT teachers. Please write clearly when completing this form.
Personal and professional

qualities
Preparation
Performance
Reflection and awareness
Areas for improvement
Mentor:.. Signature: Date: .............

Methodologist:. Signature:..Date: .............
80
14. TRAINEES FEEDBACK FORM FOR MENTOR
This questionnaire gives students an opportunity to look back over TP and give some
assessment of the kind of support they have been given by their mentor. It also provides the
mentor with some concrete feedback on their cooperative work. Please circle your opinion on
the scale from 1 5, where 5 is the best score.
Mentors name: _____________________ School ______________________________
My mentor,
Gave me sufficient information about the pupils and the school before I 1 2 3 4 5
started TP
Tried to help me in my relationship with my class 1 2 3 4 5
Was always approachable when I needed help 1 2 3 4 5
Provided me with help in lesson planning when I asked for it 1 2 3 4 5
Helped me to find suitable material for use in class, when necessary 1 2 3 4 5
Provided regular post-lesson feedback 1 2 3 4 5
Discussed my lessons with me in a constructive way 1 2 3 4 5
Was consistent and fair in her/his assessment of my lessons 1 2 3 4 5
Helped me to identify problem areas in my teaching 1 2 3 4 5
Helped me to develop my abilities and confidence in self-evaluating my 1 2 3 4 5

work
Gave me practical suggestions about how to improve my teaching 1 2 3 4 5
Gave me reasonable freedom to do what I wanted in class 1 2 3 4 5
What grade (on the same scale used here) do you think you deserve for 1 2 3 4 5
your TP?
How suitable was the school for TP? 1 2 3 4 5
81
15. REFLECTIVE JOURNAL
This journal represents a written record of your experiences and

feelings related to performing your pre-service teacher training. Its
aim is to help you develop reflective skills and visualize better the
challenges that you have overcome. Even experienced teachers have
many things to learn from their students.
To be a reflective teacher might represent one of the most

important qualities that a teacher should possess. Reflection, if
performed in an honest manner, can be a long and difficult process but it provides the teacher
with a thorough perspective on the path he/she has to take in order to achieve professional
development.
Journal entry 1: Would you like to become a teacher? Why? Which age groups would you like to
teach?
Journal entry 2: What have you observed during your teaching practice that is related to your
interests?
Journal entry 3: What would you like to know more about or be able to do differently during
your teaching practice?
Journal entry 4: Write down some areas of classroom management that you would like to
improve for yourself and explain why?
82
Journal entry 5: What challenges have you met during your teacher training practice? How did
you handle them?
Journal entry 6: What have you learned about yourself as a learner?
Journal entry 7: Have you used additional teaching resources during the classes that you have
taught? Provide some examples. Was it difficult to find these resources and then integrate them
into the lesson?
Journal entry 7: What will you do differently when you begin to teach after graduation?
83
16. USEFUL WEBSITES AND LITERATURE
It is advisable that teachers create their own portfolios or databases comprising teaching
resources that can be used for teaching various age groups in different contexts. In fact it is time
consuming to be in constant search of new resources and prepare the required teaching
materials. To recycle or to exchange teaching resources can become convenient strategies in
order to save ones workload.
Nowadays, teachers can find many teaching resources either in printed form or in digital format.
No matter which option is chosen, the teacher should accustom students to different registers
and styles and should focus on individual needs and learning styles. While printed resources
tend to provide theoretical perspectives and require the readers effort and imagination to
envisage a practical application, the digital ones offer a ready-made solution that is integrated in
an audio-visual context. In this respect technology becomes a valuable teaching tool.
Would-be teachers should keep in mind the fact that they are not only deliverers of information
but also learners. Therefore, they should invest in their professional development. We suggest
below just a few digital resources and literature that might help would-be teachers to develop
an informed opinion about teaching foreign languages.
Literature:
Drney Zoltan, (2001). Motivational Strategies in the Language Classroom. Cambridge University
Press.
Harmer Jeremy, (2007). How To Teach English (with DVD). Pearson Longman.
Harmer Jeremy, (2012). Essential Teacher Knowledge Book and DVD Pack. Pearson United
Kingdom.
Larsen-Freeman Diane, (2008). Techniques and Principles in Language Teaching. Second Edition.
Oxford University Press.
Scott Thornbury, Watkins Peter, (2007). The CELTA Course Trainee Book. Cambridge University
Press.
Scrivener Jim, (2011). Learning Teaching. The Essential Guide to English Language Teaching.
Third edition. Macmillan.
Spratt Mary, Pulverness Alan, Williams Melanie, (2011). The TKT Course Modules 1, 2 and 3.
Second Edition. Cambridge University Press.
84
Thornbury Scott, (2000). How to Teach Grammar. Pearson Education.
Ur Penny, Wright Andrew, (1992). Five-Minute Activities: A Resource Book of Short Activities.
Cambridge University Press.
Woodward Tessa, (2001). Planning Lessons and Courses: Designing Sequences of Work for the
Language Classroom. Cambridge University Press.
Web resources:
http://www.onestopenglish.com
http://www.cambridge.org/ro/elt/?site_locale=ro_RO
http://learnenglishkids.britishcouncil.org/en
http://www.teachingenglish.org.uk/think/methodology/shtml
http://www.bbc.co.uk/worldservice/learningenglish/
https://www.teachingchannel.org/videos?categories=topics_class-culture
85
17. GLOSSARY
Would-be teachers are faced with a new scientific domain. Therefore, a glossary is needed in
order to explain the meaning of specialized vocabulary. Would-be teachers are encouraged to
use these concepts both during their pre-service teaching practice and when completing all the
documents from the teaching practice kit.
We have selected a few concepts from TKT University of Cambridge ESOL Examinations, UCLES
2011 and J. Harmer, How to Teach English. Pearson Longman 2007.
Accuracy
The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy
activity, teachers and learners typically focus on using and producing language correctly.
Activate previous knowledge
To get learners to think about and to say what they know about a topic. Teachers activate
learners previous knowledge when they are preparing learners to read or listen to a text.
Research has demonstrated that when learners previous knowledge is activated, reading and
listening comprehension is increased
Activity-based learning
A way of learning by doing activities. The rules of language used in the activity are looked at
either after the activity or not at all.
Adapt (material)
To change a text or other material, so that it is suitable to use with a particular class
Aids
Aids are the things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When
teachers plan lessons they think about what aids they will need.
Aim
What the teacher wants to achieve in the lesson or in the course.
The main aim is the most important aim, e.g. the teachers main aim in a lesson could be to
teach the present perfect or develop listening skills.
A stage aim is the aim or purpose of a stage, step or short section of a lesson, e.g. to provide
controlled practice of the present perfect or to develop listening for gist.
A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could
be the language or skills learners must be able to use in order to achieve the main aim of the
lesson or a skill or language area which is practised while focusing on the main aim.
A personal aim is what the teacher would like to improve in his/her teaching, e.g. to reduce the
time I spend
writing on the whiteboard
Anticipate (language) problems
When teachers are planning a lesson, they think about what their learners might find difficult
86
about the language or skills in the lesson so that they can help them learn more effectively at
certain points in the lesson. They may also think about how learners previous learning
experience may affect their learning in a specific lesson
Attention span
How long a learner is able to concentrate at any one time.
Authentic material
Written or spoken texts which a first language speaker might read or listen to. They may be taken
from newspapers, radio etc. The language in the texts is not adapted or made easier for learners
or the language learning process
Brainstorm
To think of ideas (usually quickly) about a topic (often noting these down). This is often done as
preparation before a writing or speaking activity.
Class, learner profile
A description of the learners and information related to their learning, including their age,
ability, strengths and weaknesses in language and skills.
Classroom management
The strategies used by a teacher to organise the classroom, the learning and the learners, such
as seating arrangements, different types of activities, teacher roles and interaction patterns.
Closed question
A question which leads to a yes/no answer or another very short response, e.g. Did you come to
school by bus? Yes.What did you have for breakfast? Toast. See open question.
Cloze test
A task-type in which learners read a text with missing words and try to work out what the
missing words are. The missing words are removed regularly from the text, e.g. every seventh
word. A cloze test is used for testing reading ability or general language use. It is different from a
gap-fill activity, which can focus on practising or testing a specific language point.
Clue
A piece of information that helps someone to find the answer to a problem, e.g. a teacher could
give the first letter of a word she is trying to elicit as a clue to learners to help them find the
word.
Coherence
When ideas in a spoken or written text fit together clearly and smoothly, and so are logical and
make sense to the listener or reader.
Collocation
Words which are regularly used together. The relation between the words may be grammatical,
for example when certain verbs/adjectives collocate with particular prepositions, e.g. depend
on, good at or when a verb like make or do collocates with a noun, e.g. do the shopping, make a
plan. Collocations may also be lexical when two content words are regularly used together, e.g.
We went the wrong way NOT We went the incorrect way.
Communicative activity
87
A classroom activity in which learners need to talk or write to one another to complete the
activity.
Communicative approaches
A way of teaching and practising language which is based on the principle that learning a
language successfully involves communication rather than just memorising a series of rules.
Teachers try to focus on meaningful communication, rather than focusing on accuracy and
correcting mistakes.
Components (of a lesson plan)
The main parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns,
anticipated problems, assumptions, timetable fit, personal aims.
Convey meaning
To express or communicate meaning. Teachers focus on conveying meaning when they present
new language.
Correction code
A series of symbols a teacher may use to mark learners writing so that they can correct mistakes
by themselves, e.g. P = punctuation mistake, T = tense mistake.
Detail, read for detail, listen for detail
To listen to or read a text in order to understand most of what it says or particular details.
Differentiation noun, differentiate verb
To make or see a difference between people and things. In teaching, this can have a special
meaning relating to dealing with mixed ability learners in one class, e.g. the teacher can provide
different tasks, activities, texts or materials for different learners in the class according to their
ability.
A technique teachers use for encouraging learners to practise language. It involves guided
repetition or practice.
In a choral drill the teacher says a word or sentence and the learners repeat it together as a
class.
In an individual drill the teacher says a word or sentence and one learner repeats it.
In a substitution drill the teacher provides a sentence and a different word or phrase which
the learner must use (or substitute) in exactly the same structure, e.g.
Teacher: I bought a book. Pen. Learner: I bought a pen.
In a transformation drill the teacher says a word or a sentence and the learner answers by
changing the sentence into a new grammatical structure
Eclectic
An approach to language teaching in which the teacher uses techniques and activities taken
from different methods.
Elicit
When a teacher thinks that some learners will know a piece of language or other information,
s/he asks targeted questions or gives clues to get, or prompt learners to give the target language
88
or information rather than simply providing it to the class her/himself.
Error
A mistake that a learner makes when trying to say something above their level of language or
language processing.
A developmental error is an error made by a second language learner which could also be made
by a young person learning their mother tongue as part of their normal development, e.g. I goed
there last week (I went there last week).
A fossilised error is an error that has become a permanent feature of a learners language, the
error has become a habit. Fossilised errors cannot easily be corrected. When a learner makes a
slip they make a language mistake but they are able to correct themselves
Extensive listening/reading
Listening to or reading long pieces of text, such as stories or newspapers.
Extract
Part of a text which is removed from an original, longer text.
Facial expression
A person can show how they feel through their face, e.g. smiling, showing surprise.
Facilitator
To make something possible. Teachers facilitate learning by planning and delivering lessons and
maintaining discipline in the classroom.
Peer feedback
Feedback given to a learner by another learner in the class.
Filler
1. A short activity between the main stages of a lesson used for reasons such as time
management or to provide a change of pace etc.
2. A word or sound used between words or sentences in spoken English when someone is
thinking of what to say
Flashcard
A card with words, sentences or pictures on it. A teacher can use these to explain a situation, tell
a story, teach vocabulary etc.
Focus on form
Paying attention to the words/parts of words that make a language structure or to spelling or
pronunciation.
Form
The form of a grammatical structure is the way it is written or pronounced and the parts which
combine to make it, e.g. the present perfect (grammatical structure) is made up of have + past
participle (the form).
Gap-fill
An activity in which learners fill in spaces or gaps in sentences or texts. This is often used for
restricted practice or for focusing on a specific language point. This is different from a cloze test
which can focus on reading ability or general language use.
89
Gist, global understanding, listening/reading for gist, listening/reading for global
understanding
To read or listen to a text and understand the general meaning of it, without paying attention to
specific details
Grade (language)
To use language that is at the correct level for the learners and is not too easy or difficult
Graded reader
A book where the language has been made easier for learners. These are often books with
stories or novels where the language has been simplified
Group, class dynamics
The relationship between learners in the group or class.
Guidance noun, guide verb
Help given by a teacher with learning, or with doing a task.
Guided discovery
A way of teaching in which a teacher provides examples of the target language and then guides
the learners to work out the language rules for themselves.
Guided writing
A piece of writing that learners produce after the teacher has helped them to prepare for it by,
for example giving the learners a plan to follow, or ideas for the type of language to use.
Ice-breaker
An introductory activity that a teacher uses at the start of a new course so that learners can get
to know each other
Independent study
Studying without a teacher present or without the teacher monitoring and directing the learning
very closely, e.g. learners could carry out research on a topic using reference resources. This
could be done at home or with minimum involvement of the teacher in class.
Infer attitude, feeling, mood
To decide how a writer or speaker feels about something from the way that they speak or write,
rather than from what they openly say.
Information-gap activity
A classroom activity in which learners work in pairs or groups. Learners are given a task, but they
are given different information and, to complete the task, they have to find out the missing
information from each other.
Integrated skills
An integrated skills lesson combines work on more than one language skill. For example reading
and then writing or listening and speaking.
Intensive listening/reading
One meaning of intensive listening/reading is reading or listening to focus on how language is
used in a text. This is how intensive listening/reading is used in TKT
Interaction patterns
90
The different ways learners and the teacher work together in class, e.g. learner to learner, in
pairs or groups or teacher to learner, in open class, in plenary. When teachers plan lessons, they
think about interaction patterns and write them on their plan.
Interference
Interference happens when the learners mother tongue affects performance in the target
language, especially in pronunciation, lexis or grammar. For example, a learner may make a
grammatical mistake because they apply the same grammatical pattern as they use in their
mother tongue to what they want to say in the target language, but the L1 grammatical pattern
is not appropriate in L2.
Interlanguage
Learners own version of the second language which they speak as they learn. Interlanguage is
constantly changing and developing as learners learn more of the second language.
Jigsaw listening/reading
A text is divided into two or more different parts. Learners listen to or read their part only, then
share their information with other learners so that in the end everyone knows all the
information. In this way, the text is made into an information-gap activity.
L1/L2
L1 is the learners mother tongue or first language; L2 is the learners second language.
Language awareness
A learners understanding of the rules of how language works and his/her ability to notice
language
Lead-in noun, lead in verb
The activity or activities used to prepare learners to work on a text, topic or main task. A lead-in
often includes an introduction to the topic of the text or main task and possibly study of some
new key language required for the text or main task.
Learner autonomy
When a learner can set his/her own aims and organise his/her own study, they are autonomous
and independent. Many activities in coursebooks help learners to be more independent by
developing learning strategies and focusing on learner training.
Learner-centred
When the learners are at the centre of the activities and have the chance to work together, make
choices and think for themselves in a lesson.
Learner characteristics
The typical things about a learner or learners that influence their learning, e.g. age, L1, past
learning experience, learning style.
Learning resources
The materials or tools which help learners learn, e.g. books, computers, CDs etc.
Learning strategies
The techniques which learners consciously use to help them when learning or using language,
e.g. deducing the meaning of words from context; predicting content before reading
91
Learning style
The way in which an individual learner naturally prefers to learn something. There are many
learning styles. Three of them are below.
Auditory learner
A learner who remembers things more easily when they hear them spoken. This type of learner
may like the teacher to say a new word aloud and not just write it on the board.
Kinaesthetic learner
A learner who learns more easily by doing things physically. This type of learner may like to move
around or move objects while learning.
Visual learner
A learner who finds it easier to learn when they can see things written down or in a picture. This
type of learner may like the teacher to write a new word on the board and not just say it aloud.
Lesson stages
The different parts of a lesson; each has its own activities.
Listening for general understanding
The listening equivalent of SKIMMING in reading
Listening for specific information
Times when we listen because we want to hear a particular item of information. Similar to
scanning in reading.
Live listening
Is where students are listening to people in a face to face situation; different from listening to
recorded extracts.
Lockstep
Is when all the students are locked into the same procedure, for example, listening to a
recorded dialogue in the classroom.
Marking scale
A series of descriptions of different abilities which allow us to say which description fits a
students abilities, and thus what grade they should be awarded in a test.
Mixed ability, mixed level
The different levels of language or ability of learners studying in the same class
Monitor, self-monitor
1. To watch over learners in order to make sure that they are doing what they have been asked
to do, and help them if they are having problems.
2. To listen to/read the language you use to see if it is accurate and effective
Method
The practical realization of a theory of language learning; it comprises various procedures and
techniques.
Objectives
92
Are what we hope to achieve (or what we hope the students will achieve as the result of what
we ask them to do) especially in a lesson plan. Often used synonymously with AIMS.
Pairwork
Is when two students work together.
Peer observation
Is where two colleagues of the same seniority observe each other.
Patterns of interaction
Are indication (in a lesson plan) of who talks to or works with whom (e.g. S-S indicates pairwork).
Placement test
A test that students take, usually at the beginning of a semester, to find out which class they
should be placed in.
Portfolio
A collection of a students work which he or she gradually adds to and which can be used to give
a grade at the end of a semester or as part of a scheme of continuous assessment.
Proficiency test
A test taken to assess a candidates language knowledge, irrespective of where the student has
studied.
Progress test
A test given after a period of time to see how well students have been learning the curriculum
they have been following.
Reading for detailed comprehension
Means going through a text to focus in on language, meaning or text construction, often for the
purpose of study.
Reading for pleasure
Is reading which is done for fun rather than study.
Scan
To look over (or listen to) a text, trying to find some specific information.
Skim
To read a text to get the general meaning or gist.
Solowork
Is when students work on their own, individually.
STT
Student talking time
Syllabus
A list of items which show what students will study over a period of time.
Task
Something we ask students to do, such as solving an exercise, making a presentation or creating
an advertisement.
93
Test reliability
Is achieved when a test gives consistent results whoever is marking it.
Test validity
Is achieved when the test does what it says it will- and when it is a good measure of what it is
testing.
TTT
Teacher talking time- the amount of time in a lesson where the teacher is speaking.
Washback effect
Is the influence that a test has on the way students are taught.
Writing for learning
Describes activities where students write in order to learn language better.
Writing for writing
Descibes activities which are designed to train students to be better writers. The tasks reflect
real writing tasks.
94
18. BIBLIOGRAPHY
Boreen, J. et al. (2007), Mentoring Beginning Teachers: Guiding, Reflecting, Coaching, 2nd
edition, Stenhouse Publishers, Portland, Maine.
Bretan, B. (2005), Teaching Practice Kit, Napoca Star, Cluj-Napoca
Burns, A. and Richards, J. C. (2009), Second Language Teacher Education, Cambridge, Cambridge
University Press.
Fish, D. (1995), Quality Learning for Student Teachers (University Tutors Educational Practices),
David Fulton Publishers, London
Harmer, J. (2007), How to Teach English (with DVD), Pearson Longman.
Harmer, J. (2012), Essential Teacher Knowledge Book and DVD Pack, Pearson United Kingdom.
Hyde, M. et al. (1998), Mentoring Handbook for Teachers and Trainee Teachers of English in
Hungarian State Schools, School Experience (A Forum for EFL Teacher Educators), vol.2, no.2
Mace, S. (1996), Microteaching: A Developmental Activity in ELT Pre-Service Teaching, in The
Romanian Journal for Language Teacher Education, vol. 2, 1996
Scrivener, J. (2011), Learning Teaching, The Essential Guide to English Language Teaching, 3rd
edition, Macmillan.
Spratt, M., Pulverness A. and Williams, M. (2011), The TKT Course Modules 1, 2 and 3, Second
Edition. Cambridge University Press.
Spratt, M. (1996), English for the Teacher (A language development course), Cambridge
University Press, Cambridge.
Teaching Knowledge Test, University of Cambridge ESOL Examinations, UCLES 2011
(https://www.teachers.cambridgeesol.org/ts/digitalAssets/116791_Glossary_March_2011_v2.p
df. Accessed March 20, 2013)
Thornbury, S., Watkins, P. (2007), The CELTA Course Trainee Book. Cambridge University Press.
Woodward, T (1995), Ways of Training (Recipes for teacher training), Longman.
95

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Bianca Bretan Raluca Petru

PRE-SERVICE TEACHING PRACTICE KIT

1. INFORMATION SHEET FOR PRE-SERVICE TEACHING PRACTICE................................................3

Pre-service teacher training guidelines

1. You will be part of a group of 6 - 10 students and it is advisable that

2. PRACTICAL TEACHING OBJECTIVES

By the end of training you should be able to do the following:

Presentation and class management

Listening and reading

Reflection and awareness

3. THE ORGANISATION OF THE PRE-SERVICE TEACHING PRACTICE PORTFOLIO

Documents to be filled in by the student How to use the document

Documents to be filled in by the mentor How to use the document

4. THE PRE-SERVICE TEACHING PRACTICE PROGRAMME

TEACHING PRACTICE PROGRAMME Teaching

1 Orientation meeting with the methodologist on the first Teaching 2h

3 Team teaching with a mentor. 15 min

4 Team teaching with peers. 30 min. 1 h

5-10 Planning and teaching lessons alone. 4h

14 The portfolio is handed in to the methodologist at the faculty.

Number of hours taught:

Number of hours observed:

5. QUESTIONNAIRE FOR ENGLISH LANGUAGE TEACHER TRAINEES

Previous teaching experience

General information about your views and expectations of teaching

How I see the job of teaching

How I define my role as a teacher

My professional aspirations/What I want to achieve

The kind of atmosphere I would like to achieve in the classroom

I Currently I would rate my knowledge of

II Currently I would rate my ability in

clear thinking ______________________________ confused

Your experience of English language teaching methodology

Teaching methods: Grammar Lesson planning

Your rating of your teaching skills

Aspects of my teaching which I feel are strong

Aspects of my teaching which I feel to be enjoyable

Aspects of my teaching which I need to give special attention in order to improve

1. Currently I would rate my Knowledge/abilities in lesson planning as:

Student. Mentors name. Mentors signature

Student. Mentors name. Mentors signature

Lesson title Date Grade Team/ alone School Comments

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

correction, teacher to student correction)

Stages/ Procedures / Activities Alternatives / Rationale

Student: _____________ Year: _

Mentors name: _ School __________