nesma training center - trainer kit

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Contact NTC Administrative Support: Room reservations * Printing * Equipment need * Other general notifications

NTC's Training Coordinator: Ms. Hayat Faisal; email: [email protected]; Phone: 012-669-3322 ext.: 05638-48881

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English for Employability and the

Workplace Program

NTC TRAINER WELCOME KIT

mailto:[email protected]

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Content Page

About the NTC English for Employability Program: Page 3

Course & Trainer Development Meeting Calendar Page 3

NTC English for Employability Program Course Overview: Page 4

NTC Grading Philosophy, Assessment Criteria & APTIS Online Exam Page 5

Summarized Syllabus & Weekly Goals Page 8 Excited

Passionate

Defiant

Confident

NTC English for Employability Program Reports & Schedule Page 14 Can Do Trainee Assessment Reports

NTC Trainer Coach Methodology Page 19 Trainer Coach Methodology

Trainer Weekly Checklist

Trainer Classroom Observation Checklist

Online English Learning Resources

The English trainer welcome kit provides essential information about NTC's English for Employ-ability

and the Workplace program. It contains the course overview, syllabus, annual calendar, grading policy and much more.

For more information please visit:

http://ntcjeddah.com/



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About the NTC English for Employability Program (NEE-WP):

Nesma Training Center (NTC) was establish in 2008, as an institution of employability and

lifelong learning. Our mission is to offer lifelong learning opportunities that enable individuals to

imagine the possibilities for themselves and their communities, and to take charge of their own

careers. Our vision is a community of inspired, empowered people and organizations. All of

NTC locations in Saudi Arabia include an English for Employability and the Workplace

component. Its aim is to support young professionals and job seekers gain access to

empowering networks, acquire key professional skills and resources for:

Employment

Job Advancement

Personal and Leadership development

Social Responsibility

Course & Trainer Development Meeting Calendar

YEAR ENGLISH COURSES TRAINER DEVELOPMENT DATES & TOPIC

2016 January 24th

------- March 17th

April 3rd

-----------May 26th

July 17th

-----------September 8th

September 18th

--- November 10th

Batch 1 – Thursday, February 25th

- NTC Grading Policy

Batch 2 – Thursday, May 5th

- Speaking Techniques

Batch 3 – Thursday, August 18th

- Tech in the Class

Batch 4 – Thursday, October 20th

- Listening Techniques

2016

International I Islamic Relief Org.

March 20th

– May 12th

Time:

Level 1: 5 pm to 8 pm; Level 2: 1:30 pm – 4:30 pm


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NTC English for Employability and the Workplace Program Overview

NEE-WP consist of 32 weeks, divided into four levels for eight weeks each, for a total of 120

hours per level. There is a one week session break between each level to the next.

CEFR * EXCITED

(Beginner)

PASSIONATE

(Elementary)

DEFIANT

(Pre-Int.)

CONFIDENT

(Intermediate)

A1 low A1 high + A2 Low B1 High B1

Course stage 8 weeks

Program 32 weeks

Course hours 120 hours as follows:

General English: 31 lessons (93 hours)

Work Skills English: 6 lessons (18 hours)

Orientation/ employability guest speakers: 3 lessons (9 hours)

Course

breakdown Week Sun Mon Tues Wed Thurs

1 Employability* Gen Gen WS Gen

2 Gen Gen Gen WS Gen



5 Gen Gen Gen Employability* Gen


7 Gen Gen Gen Employability* Gen


*The timing of employability sessions may vary within the week and/or stage. Course book Headway Plus Special Edition (Student an Workbook) Pages /week 8 pages on average Homework Student’s Book, Workbook, Online resources Syllabus

focus Speaking and listening are priorities

Online

Practice 2 hours a week

Formal

assessments

Type Listening Speaking 1 Speaking 2 Presentation Final test

WEEK 2 4 6 8 8

Can Do

Statements

Trainees should achieve 2 to 3 can do statements per week. (see chart attached)

(*) Common European Framework of Reference (CEFR):

NEE-WP's curriculum is aligned with the CEFR, the international standard in measuring

language ability. It provides a basis for effective student placement and advancement. The

CEFR English proficiency includes A1- Beginner, A1-Elementary, A2-High Elementary, B1-

Pre Intermediate and B2 – Intermediate.


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NTC Grading Philosophy:

NTC grading philosophy stems from its overall mission to enable individuals to take charge

of their own careers. It is a triangular grading system including the use of multiple measures

to determine how effective trainees use the English language (with regards mainly to

speaking and listening). The final grade should reflect results from exams, completion of can

do statements, and employability assessment which includes skills such as (punctuality,

participation, adherence to NTC policies, team work, etc.).

Assessment Schedule and Grading Chart; Lowest Passing grade: 60%

TEST TIME GRADE % GRADE % CHART

Listening Test End of Week 2 10% Excellent – 90% and up

Speaking Test 1 End of Week 4 10% Very Good – 89% - 80%

Speaking Test 2 End of Week 6 10% Good – 79% - 70%

Final Presentation Middle of Week 8 20% Pass – 69% - 60%

Written Final (Level 1 & 3) End of Week 8 50%

APTIS Online (Level 2 & 4) End of Week 8 No grade


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Assessed Speaking Criteria

CEF level: A1-B1

5 Excellent 4 Very good 3 Good 2 Below average 1 Poor

Fluency Speaks confidently with little or no hesitation.

Fluency

Speaks with some confidence with only a few pauses

Fluency Speaks with some confidence with a few long pauses searching for words.

Fluency Speaks with a lot of long pauses (and stops and starts) searching for words.

Fluency Speaks with broken speech with a lot of long pauses before answers.

Vocabulary / Topics Answered questions with the correct vocabulary to complete the task

Vocabulary / Topics Answers with correct vocabulary with few errors

Vocabulary / Topics Answers questions adequate vocabulary for the task in short utterances.

Vocabulary / Topics Answered questions with limited vocabulary – one word answers.

Vocabulary / Topics Answered questions with only single words or memorized phrases e.g. ‘hello’, ‘goodbye’

Grammatical accuracy Full sentences in answers with minor or no errors.

Grammatical accuracy Full sentences used, with a few errors.

Grammatical accuracy Full sentences with frequent errors. While doing so.

Grammatical accuracy One word answers – little or no attempt to expand.

Grammar accuracy Utterances too limited to require any grammatical accuracy

Pronunciation Can be understood with ease.

Pronunciation Can be understood with few errors but understandable.

Pronunciation Can be understood with few errors and some words not understandable.

Pronunciation Cannot be understood clearly with many errors.

Pronunciation Cannot be understood requiring statements to be often repeated. .


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Assessed Listening Criteria CEF levels:


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CEFR Skill Descriptions

Level LISTENING SPEAKING A0 Not enough to allow for any manful

inference about the candidate’s ability Not enough to allow for any manful inference about the candidate’s ability

A1 Can follow very slow speech, with pause to understand meaning

Can produce simple descriptions on many personal topics.

A2 Can understand to meet their needs if speech is clear and slow.

Can describe & introduce people, daily routines, working conditions, likes and dislikes.

B1 Can understand factual information about common every day, job related topics (identifying general and detail information)

Can fluently sustain conversation about general topics with a friend, follow a general order.

B2 Can understand the main and abstract ideas. Can have a technical discussion about their profession.

Can develop systematically descriptions / presentation on a wide variety of subjects related to their interest, with supportive details.

C No difficulty understanding any kind of spoken language (live, podcast) in native speed.

Can produce clear, fluent flowing well-structured speech that is logical and helps the listening remember the main points.

For additional information

Aptis is……….

Aptis online English language test is

administered at NTC for levels 2 (Passionate)

and level 4 (Confident). The skills assessed

are grammar, vocabulary and language skills

(such as speaking, writing, reading and

listening).

The test assess levels A-1 to C. It starts at the

beginning level and progresses to more

demanding levels as the test continues. Each

trainee is provided an APTIS Candidate

Report after the exam. This report is a

language profile, which highlights the

candidate’s results according to the CEFR

skill descriptions for each section. See below

the CEFR skill description for listening and

speaking.


https://www.britishcouncil.org/exam/aptis/what

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Summarized Course Syllabus & Weekly Goals


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Excited: Summarized Course Syllabus & Weekly Goals

Week Chap. Essential items Trainee can talk about: Assessment

1 1- 2 Greetings Q & A on Country Numbers

Myself and others, Countries. And count to 100.

(Optional)

2 3 - 4 Jobs & Family

Jobs and family Using plurals

Listening Test

3 4-5-6 Phone conversations present simple likes and dislikes Daily activities

Leave phone message. Likes and dislikes Speak on daily activities

(Optional)

4 6 -7 Daily routines Days of the week. Favourite things.

My favourite things. My neighbourhood

Speaking Test 1

5 8- 9 Home furniture Prepositions There is/there are. My town & directions

My home Use there is/there are. Give directions. .

(Optional)

6 9- 10 Past simple Speaking: free time, Holidays

Actions yesterday. Sports and holiday.

Speaking Test 2

7 11 -12 Can/can't for ability Polite Requests / offers Speaking: restaurant:

Things I can do. Make request with can. Ask and offer politely.

(Optional)

8 13- 14 present continuous describing problems offering advice future plans – Going to

Describe people's clothes. Give advice. Future events.

Final Test (Formal)


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Passionate: Summarized Course Syllabus & Weekly Goals

Week Chap... Essential items Trainees can talk about: Assessment

1 1-2 Introductions Greetings Asking third person questions Family; possessives

Myself and other people. Greet and say goodbye. Ask for personal information Speak about my family.

(Optional)

2 2-3-4 Ordering food. About jobs in the third person. Tell time to five-minute intervals.

Can order food. Speak about my job Tell the time

Listening Test

3 4-5 Routines with present simple Speak about houses There is/there are Prepositions and quantifiers.

My daily routines. Free time( likes and dislikes) In a short conversation. Describe a room.

(Optional)

4 5-6-7 directions Use "can" for ability Simple past (Regular & be) Phone Conversation

Directions in a town. The past using was/were. phone conversation

Speaking Test 1

5 7-8-9 Discuss past events & holidays past: irregular verbs past: negatives & questions likes & dislikes count & uncountable nouns

Past events and stories. Ask questions on past events Food and past holiday.

(Optional)

6 10 -11 Comparatives and superlatives Present continuous.

Compare things Describe people with p-continuous Clothes shop.

Speaking Test 2

7 12-13 Future plans & the weather. making suggestions' WH question words. Describing feelings using

Future plans, weather. Make suggestions. Use different question words.

(Optional)

8 13-14 present perfect - Life

Speak about life experiences. Final Test


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Summarized Course Syllabus & Weekly Goals: Defiant

Week Chap. Essential syllabus items Trainees can talk about: Assessment

1 1-2 Introduction & Friendship Have got: families & possessions.

Introducing someone & friends "Have got: family / possessions. Opinions about work shifts.

(Optional)

2 3- 4 Past simple continuous Countable / uncountable nouns. Listening: Speaking shopping

Pass events, story Countable and uncountable Order from stores

Listening Test 1

3 5- 6 Choice infinitive/ING verbs Conversation: Future Speaking: Feeling & Directions

Hopes and ambitions (accuracy) Future plans & listen on a bad day. Good and bad day and feelings. Give directions using a map.

(Optional)

4 6- 7 Comparatives and superlatives Present perfect and past simple.

My city, comparisons, I can compare different cities.

Speaking Test 1 Listening Test 2

5 8- 9 Modals verbs advice Listening & Speaking: Holidays Problems with the doctor. Conditional: Plan a trip

Must do at home & Advice Holidays, health problems Planning a trip, conditionals

(Optional)

6 10-11-12 Past habits (infinitive / ing) Passive & 2

nd Conditional

Might for future possibility.

Past habits. I can listen for gist and detail, and then give an opinion. I can speak about future possibilities.

Speaking Test 2

7 12-13 Q&A phrasal verbs. Past simple and Present continuous. Telephoning

Q & A with phrasal verbs. Using common polite expressions. Use present continuous questions.

(Optional)

8 14 past perfect Listening: living abroad. Saying goodbye.

A story with past perfect. And listen for reported speech. Say goodbye politely.

End of Term Final And Presentation


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Summarized Course Syllabus & Weekly Goals: Confident

Week Chap. Essential syllabus items Trainees can talk about: Assessment

1 1 - 2 Auxiliary- Stative - Active verbs Listening: modern inventions. Speaking: polite responses.

Polite conversation –inventions Situational polite replies Job interview with present tense.

(Optional)

2 2 - 3 Free time & Numbers Storytelling (past tense) Listening: Requests and offers

Or listen about different salaries. Free time and past tense response Ask for and give opinions / offers

Listening Test 1

3 4 - 5 Modal verbs: Listening & Speaking: Countries Future: Making arrangements

And listen about rules Inviting a guest to country/ home Future arrangement future forms)

(Optional)

4 5 6-7 Listening & Speaking: Traveling Uses of like and will Present Perfect & passive-active English by phone & Weather

Requesting a hotel & weather Using like in conversation. Job interview, My life story, Present perfect active / passive

Speaking Test 1 Listening Test 2

5 8- 9 Conditionals: 1st & first

Listening – Speaking: appeal Making suggestions & agreement

Different situational conditionals Different polite suggestions. Agree or disagree in a conversation

(Optional)

6 9-10 Modal verbs: probability Adjectives: describe a classmate. present perfect simple and continuous

Using modal for probability The character of someone. About my and others life history.

Speaking Test 2

7 10-11 Likes/dislikes Indirect questions:

Like & dislike Asking polite indirect questions. Intonation with question tags. Listen: radio program. Respond in a conversation.

(Optional)

8 12 Reported speech: job interviews. Phobias: listening

Describe a job interview using reported speech. People speaking about phobias.

Final Test – APTIS Presentation


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NTC ENGLISH FOR EMPLOYABILITY REPORTS

TRAINER SUBMISSION REPORT SCHEDULE (Average of about 3 submissions per month):

WEEK Speaking-1 Listening Speaking -2 Final

Presentation Final Exam

Paper APTIS

Level 2 & 4 only

2 X

4 X

6 X

8 X X X

Online

Form

X

Email

Results

to NTC

X X X X X


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TRAINEE CAN DO ASSESSMENT REPORTS

EXCITED TRAINEE: CAN DO ASSESSMENT REPORT This report should be administered between the trainer and trainee. The aim is to provide additional feedback to the trainee on how to improve what they can do and advice to overcome what they cannot do with the English language. Please use the paper copy as a guide during the assessment. Trainee’s Name: ____________________ Session Dates: ____________________

Report Due Dates: Tuesdays of Week 4 and Week 8.

Week 1 Check

1. I can introduce myself and other people.

2. I can ask and answer questions about my countries and nationality.

3. I can count to 100.

Week 2

4. I can ask and answer questions about jobs.

5. I can speak about my own family.

Week 3

6. I can leave a phone message with a company.

7. I can speak about what I like and don't like.

8. I can have a conversation about every day activities.

Week 4

9. I can ask and answer questions about the days of the week.

10. I can speak about my favorite things.

11. I can ask for things around the town.

Week 5

12. I can describe rooms using there is/there are.

13. I can give directions.

Week 6

14. I can speak about what I did yesterday and my last holiday.

15. I can talk about the sports I play.

Week 7

16. I can talk about and ask for things I can & cannot do

17. I can listen for gist and detail about everyday problems.

Week 8

18. I can describe people's clothes.

19. I can talk about future events.

20. I can have a simple conversation.

REPORT DUE – TUESDAY OF WEEK 4



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PASSIONATE TRAINEE: CAN DO ASSESSMENT REPORT This report should be administered between the trainer and trainee. The aim is to provide additional feedback to the trainee on how to improve what they can do and advice to overcome what they cannot do with the English language. Please use the paper copy as a guide during the assessment. Trainee’s Name: ____________________ Session Dates: ____________________


Week 1 Check

1. I can introduce myself, other people and offer the greetings

2. I can ask for personal information in the third person.

3. I can speak about my family and my job

4. I can tell time & order food in a café,

Week 3

5. I can describe regular routines.

6. I can speak about the leisure activities I like and dislike.

7. I can describe a room.

Week 4 & 5

8. I can give directions in a town.

9. I can speak about food and things I can do.

10. I can talk about and questions the past using was/were.

11. I can have a simple conversation on the phone.

Week 6

12. I can compare things and people (listening and speaking).

13. I can describe people using the present continuous.

14. I can have a conversation in a clothes shop.

15. Week 7

16. I can listen and speak about future plans.

17. I can listen and speak about the weather.

18. I can make suggestions and use different question words

Week 8

19. I can listen for gist and detail at a train station.

20. I can listen and speak about life experiences.




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DEFIANT TRAINEE: CAN DO ASSESSMENT REPORT This report should be administered between the trainer and trainee. The aim is to provide additional feedback to the trainee on how to improve what they can do and advice to overcome what they cannot do with the English language. Please use the paper copy as a guide during the assessment. Trainee’s Name: ____________________ Session Dates: ____________________


Week 1 –CHECK BY ALL NUMBERS THE TRAINEE CAN DO & TOTAL Check

1. I can ask questions to get to know someone and speak about friend.

2. I can use have got to speak about my family and possessions.

3. I can effectively use WH Questions

Week 2

4. I can tell a story using the past simple and past continuous.

5. I can describe different amounts of countable and uncountable nouns.

6. I can order items from a shop.

Week 3

7. I can speak about my future plans. (Trip plans and holidays)

8. I can speak about my feelings in different situations (in person and by phone)

9. I can give directions using a map.

Week 4

10. I can describe and compare different cities.

11. I can choose between the past simple/present perfect in a conversation

12. I can do a role-play for interview & making a hotel reservation.


Week 5

13. I can describe my health problems to the doctor.

14. I can speak about plans for a trip using conditional-type language.

Week 6

15. I can speak about my past habits.

16. I can speak about future goals (study, family, career and or business)

Week 7

17. I can ask and answer questions using phrasal verbs.

18. I can find out information using different present continuous questions.

Week 8

19. I can tell a story using the past perfect.

20. I can listen and understand reported speech.



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CONFIDENT TRAINEE: CAN DO ASSESSMENT REPORT This report should be administered between the trainer and trainee. The aim is to provide additional feedback to the trainee on how to improve what they can do and advice to overcome what they cannot do with the English language. Please use the paper copy as a guide during the assessment. Trainee’s Name: ____________________ Session Dates: ____________________


1. I can have a discussion about modern inventions, technology or social media.

2. I can have a job interview using the correct present tense.

Week 2

3. I can listen for gist and details about different salaries & number forms.

4. I can speak about what I do in my free time.

5. I can ask and respond to questions using different past tenses.

Week 3

6. I can listen and have a conversation about rules at work.

7. I can invite guests to my home.

8. I can speak about making future arrangements.

Week 4

9. I can role play an interview and make a hotel reservation.

10. I can tell my life story using the present perfect active and passive.

11. I can hold a conversation on the phone about the weather

Week 5

12. I can use different conditionals for imagining different situations.

13. I can agree or disagree in a conversation using matching grammar.

Week 6

14. I can make statements of probability using the correct modal verb.

15. I can describe the character of someone.

Week 7

16. I can speak about things I like and dislike using different vocabulary.

17. I can listen for gist and detail to a radio or TV program.

18. I can respond appropriately to different information in a conversation.

Week 8

19. I can describe a job interview or news event using reported speech.

20. I can discuss the topic of phobias.

Week 1 –CHECK BY ALL NUMBERS THE TRAINEE CAN DO & TOTAL Check




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NTC Trainer Coach Methodology

Contents

Trainer Coach Methodology

Trainer Weekly Checklist

Trainer Classroom Observation Checklist

Online English Learning Resources


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Trainer Coaching Methodology

At NEE-WP the process that trainees experience to reach a new level of communicative

competency is more valued than exam results. One of the most important quest for Trainers is

to discover the trainees' interest and use them as supportive themes for class activities.

“Employers insist that their employees have good English language skills, and fluency as a

pre-requisite for success and advancement in many fields of employment. “ Richards (2006):

Communicative Language Teaching Today page 1.

The communicative and discovery teaching methods focus on what trainees can do with the

languages. Grammatical development is mainly instructed through speaking activities. NEE-

WP wants to equip trainees with the skills and confidence to use the English they have

acquired. We would like trainers to refrain from traditional lecturing and incorporate eliciting

techniques for answers. The target language must be brought to life by linking it to daily

events in the real world.

Therefore the following classroom instruction techniques are expected such as, group work,

role play, problem solving and real language exposure. NTC would like trainees to view

mistakes as stepping stones toward proficiency. It is encouraged for trainers to provide

meaningful feedback, utilize the audio visual equipment and schedule weekly hours in the

computer lab. The coaching philosophy at NTC stresses a cooperative teaching environment

with peer and administrative support. Trainer's ideas and suggestions to improve NEE-WP

are encouraged and always welcomed. NTC is glad to have you as part of our team of trainers

and value your experience.

Trainer Evaluations & Feedback:

Trainer's performance will be evaluated by their trainees monthly. Also NTC staff or

independent consultant will conduct one impromptu evaluation a term based upon a standard

EFL classroom instructor checklist. The check list will be consistent with NTC's overall

mission and teaching philosophy. Post evaluation meetings will be scheduled with each

trainer for feedback during the term.


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Trainer Weekly Checklist*

WEEKLY ACTIVITIES

Trainees use the computer (at home or in the center).

Trainees listen to an audio.

Trainees have a work-themed focus.

Trainees have activities involving movement.

Trainees speak independently in pairs.

Trainees work independently in groups.

Trainees speak in a mingle activity.

Trainees speak in a game-like activity.

Trainees received direct and indirect performance feedback.

Trainees review can do statement performance

Examples of game-like speaking activities:

Find someone who (also a mingle activity)

Guess who (and other guessing games)

Disappearing dialogue: rub out drill (and other memory games)

Speak for 1 min about …

Ordering dialogue

Speaking board game

Role-play

Surveys: e.g. how many people….? (Also a mingle activity)

Find the differences (pictures)

Moving lines

Speaking cards

Jigsaw speaking


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Trainer Standard Classroom Observation Checklist Name Date

Class (M or F) Time

Observer Organization

Class Structure: Arrives on time.

Announces the today's lesson on the (board or computer)

Ensure students sign in and out.

Text book instructions is clear.

Gives an idea of the next lesson or quiz.

Comments:

___________________________________________________________________________

___________________________________________________________________________

Methods: Invites class discussion & interactive

Use technology in class (YouTube, Textbook CD, etc.)

Delivers a well-planned student centred lectures.

Trainees practices and adequately listens to English.

Welcomes trainee questions & provides feedback.

Comments:

___________________________________________________________________________

___________________________________________________________________________

Trainer-Student Interaction: Has good rapport with the trainees.

Involves various students in the lessons.

Demonstrates awareness of student's needs and interest

Trainees have adequately time to practice English.

Trainees present activity beyond the text book.

Comments:

___________________________________________________________________________

___________________________________________________________________________

Trainer Professionalism: Appears knowledgeable.

Appears well organized

Explain the grammar concepts clearly.

Teaches according to the trainees' level.

Summarizes course content covered.

Comments:

___________________________________________________________________________

___________________________________________________________________________

Observer signature: ___________________________________________ Date: ___________

Could Improve Good Excellent Not Observed *





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ONLINE ENGLISH LEARNING RESOURCES:

Listening:

https://www.youtube.com/watch?v=D6-MIeRr1e8

www.esl-lab.com

www.elllo.org

http://www.englishmedialab.com/listening.html

https://www.youtube.com/watch?v=q4Ho5fFYAys

Reading:

http://www.eslfast.com/kidsenglish/

Pronunciation:

https://www.youtube.com/channel/UCnGwyUWgtT5yFpVO0TY1x2Q

https://www.youtube.com/watch?v=uAPxZwrxGWw

https://www.youtube.com/watch?v=GVTmvkuScVM

Vocabulary:

https://www.youtube.com/watch?v=t8lMYqHociY

https://www.youtube.com/watch?v=cg401iduuUo

https://www.youtube.com/watch?v=KteyDaZRwKQ

Writing:

http://stickyball.net/esl-writing-exercises-and-activities.html?id=563

http://www.esl-galaxy.com/writing.html

Assessments:

http://www.finchpark.com/courses/sheets.htm

English Learner All in One Website: http://tie.webhost.uic.edu/coolsites.htm


http://www.esl-lab.com/

http://www.elllo.org/

http://www.englishmedialab.com/listening.html

https://www.youtube.com/watch?v=q4Ho5fFYAys

http://www.eslfast.com/kidsenglish/

https://www.youtube.com/watch?v=uAPxZwrxGWw

https://www.youtube.com/watch?v=GVTmvkuScVM

https://www.youtube.com/watch?v=t8lMYqHociY

https://www.youtube.com/watch?v=cg401iduuUo

https://www.youtube.com/watch?v=KteyDaZRwKQ

http://stickyball.net/esl-writing-exercises-and-activities.html?id=563

http://www.esl-galaxy.com/writing.html

http://www.finchpark.com/courses/sheets.htm

http://tie.webhost.uic.edu/coolsites.htm

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Working Together to Fulfil Our Mission to:

Offer lifelong learning opportunities that enable individuals to

imagine the possibilities for themselves and their communities, and to

take charge of their own careers.

ntcjeddah.com



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