Beruflich Dokumente
Kultur Dokumente
for
One-to-One Teachers
V 03/14
PURPOSE OF DOCUMENT
This guide is designed to give you a set of tools to maximise the
benefit of your lessons to the student. To summarise the approach,
make your lessons about the student and their interests, try to foster
real (oral) communication and be a good listener- get your student
talking. In this guide youll find ideas and techniques to help you to
succeed in this.
This Guide tells you what you need to cover and the approach you
will need to employ. Although many parts of this document refer to
strategies and actions which are obligations placed on us by the
accreditation authority which licenses us, or by the contracts with our
closed group clients, we are very grateful for your feedback and
comments.
If you have any comments or ideas about how we might improve our
courses in future years we would be very pleased to hear them.
You can contact the Academic Manager at
academicmanager@sul-schools.com
CONTENTS
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Introduction
Issues for the one to one teacher
One to one teaching techniques
Speaking ideas
Pronunciation ideas
Listening ideas
Reading ideas
Preparing for a reading or listening activity (including video)
Writing ideas
Other
Projects
General one to one advice
Advice on rapport
Error correction and feedback
Internet resources for one to one teaching
Personal Harassment & Bullying Policy
Safeguarding Summary Sheet
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Appendix 9B
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 9
DEGREE/ELT/CRB DOCUMENTATION
Under the terms of our accreditation we cannot employ teachers without seeing originals of their documents;
degree certificate (if any), highest EFL qualification and CRB document.
Therefore all staff must send originals of their degree certificate, highest EFL qualification and CRB form to
SULor show the originals (and bring a photocopy of each also) to your Local Organiser as appropriate. The
Local Organiser will sign the copies to affirm that they have seen the original document. The signed
photocopies of the original documents must then be sent to SUL Head Office. If any teacher does not provide
this documentation, the Local Organiser must inform the Academic Manager as soon as they can and
appropriate steps will be taken either to get sight of documentation quickly. Not seeing the original documents
will lead to you being paid at the lower (unqualified) rate of pay.
All teachers working for SUL must hold a current CRB (dated within 2 years of the start of the course).
We cannot pay staff until original documentation has been seen.
Lesson 1
9.00 10.00
9.00 10.00
9.00 10.00
Lesson 2
10.05 11.05
10.05 11.05
10.05 11.05
Lesson 3
11.15 12.15
11.15 12.15
11.15 12.15
1.15 2.15
1.15 2.15
Lesson 4
Lesson 5
2.20 3.20
Location of lessons The lessons need to be conducted in the host family house. It is required that the student
and teacher study alone in a quiet room in a formal setting, this will provide a conducive environment for
learning. It is a great idea to have a place with a laptop with wifi or a desktop computer so that you can work
together using internet resources.
Paperwork: register and class record etc
Needs analysis*: Done on the first day. Follow the guidelines on First Day Procedure below
Course plan & record of teaching*: The course plan needs to be filled in prior to the start of day 2
(see Syllabus planning) NB: should be a guide NOT set in stone! The record of work section should be
filled in on a daily basis and signed by both the teacher and the student. Notes must be kept on
student performance (to use for final report writing).
Student Feedback forms**: filled in by the student after 2 days (not 1 week courses) and at the end
of the course. SUL provides an SAE so the student can post it back to us directly.
Final Progress Report*: (see Last day Procedure below) Please write the student report based on your
course syllabus and mark the students in terms of improvement from day 1. Please add
recommendations for future study.It is important that reports are motivational and developmental.
Please ensure that you are praising where praise is due and advising on further development where
necessary. Criticism is to be depreciated!
Exercise Books Students from many of our closed group clients will come with an exercise book. We
provide SUL exercise books for all other students.Parental expectation is that it will show a record of
learning. Please ensure that the date, the aims of each lesson and other appropriate work are written
in the book and that you look over it and correct as appropriate (every day). All lesson handouts
should be attached to the exercise books as they act as a record of work covered. You can also use it
as a diary, used to record the events of the day, to record local projects and to record new
vocabulary, to jot down new words or phrases.
Immersion Teacher Feedback Form*should be filled in and sent back to SUL after the student has left.
Please try to give positive suggestions for change wherever possible.
Risk assessment Completing a risk assessment on your home will help to protect you against claims
following an accident in your home. We advise all families to complete a risk assessment. If you need
help in completing this, please contact Steph on 01726 814227 or email steph@sul-schools.com.
*Must be returned to Head Office after the course for payment to be made
**Should be returned by student in SAE provided
Homework or project work it is expected that students will need to be set work to do on their own, either as
preparation for a lesson, a follow up on a lesson or as part of a project worked on throughout their stay.
Generally try to keep the lesson time for speaking and discussion (whether free speaking or discussion of
grammar/vocabulary etc) with homework to read or write something in preparation for the next lesson.
Disregard this if the student asks for writing and reading practice but generally your lessons should be spoken
in bias. Always try to link homework tasks to homestay arrangement / non-class environment.
Journals/Scrapbooks Many students on one to ones find great benefit in keeping a daily journal. It allows
them to express themselves more freely, record their stay and to practice English learned. Whether they are
beginners or advanced English learners, the emphasis should be on fluency. Correct grammar, punctuation and
spelling errors once students have gained some confidence. Correct only one or two targeted errors at one
time. A page filled with corrections and suggestions can be demotivating.
Resources We need to offer all of our students a broad ranging course which means you need access to
recorded sound and image. Every course should include listening materials. If necessary you can do this using
yourself as the resource but it is helpful to have audio content to take the focus off the teacher from time to
time. There is plenty of appropriate online content available. It is great if you are able to provide a range of
sources of materials such as audio visual (internet/cd/tv/dvd/radio etc) It is however important to use these
appropriately (It is not intended that students sit in front of hours of TV). It is a resource to be used as part of
your syllabus and will need to be prepared with pre listening tasks/listening tasks/post listening tasks for
example.
Books Please ensure you have a good up to date grammar book for reference; favourites include
Although the SUL syllabuses are designed for use with groups they have plenty of activities and topics that are
suitable for a one to one class. You can download them from the website www.sul-schools.com/teachers (you
will need a login please email jemma@sul-schools.com if you dont have one)
Internet A fantastic resource used as part of a considered syllabus allowing students to research any local visits
you are going on together, hobbies and interests as well as for you to download teaching ideas and so forth.
Short YouTube videos on areas of interest can be used with a pre listening/watching task . (Listening &
Speaking: What do you think Ned will say about skateboarding? [show picture of Ned] Or Watching &
Speaking: How many things to eat can you see? Make a list.) Watch again for a straight listening task and then
have an extension task to complete having watched the video.
Academic aims & outcomes: increasing communicative competence and linguistic self-confidence
One of the prerequisites for good teaching and learning is that the AIMS and OUTCOMES of all your lessons
would be explicit to an observer but also are explicit to the student. When you plan your course you need to
ensure that aims and outcomes are clearly shown.
AIM:
OUTCOME:
Academic Support
The Academic Manager will be able to offer you support and advice if you are unsure how to approach the
planning of your lessons. Please email or phone the Academic Manager on academicmanager@sulschools.com 01726 814227
As part of our requirement to maintain consistent academic standards across the organisation, we are able to
offer support for newer teachers or for teachers who are faced with an academic problem. If you need support
from Head Office please ask. We can offer different levels of support from a phone call to suggesting materials
to creating a development plan should the circumstance require it. We will do this in consultation with you.
Observations
We are required by our accrediting body to observe all teaching staff at least once each season. These
observations may be with the Academic Manager or a SUL DELTA qualified DOS . We will always provide
written feedback.
All observation feedback is developmental not judgmental; it has the aim of supporting new teachers or
supporting areas of weakness. The Academic Manger needs to know in what you feel you need support so that
we can create a plan to provide it.
Observations will tend to be an hour long and feedback will be given as soon as possible thereafter (ie. in a
break or at lunch etc)
Usually observations will be carried out by a suitably qualified person from Head Office. The observer will want
to see a copy of your lesson plan and see how it fits into an overall course plan
Critical Issues:
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for different skills and systems. Although you create a course plan at this point, you should review it constantly
and be prepared to change it as necessary in the light of the students performance, preference and needs.
You should give the student a copy of your course plan and display it in the area you are using for your lessons.
It should be a negotiated document.
You may decide to put regular slots into your course plan. Examples might include a grammar feedback slot,
recycling previous learning, a skills slot, a brief radio/internet listening each day at a specific time or a brief
video slot for example. You might have a 5 minute journal writing slot, writing up the previous days
activities/excursions. You may decide to have an error feedback session at the same time each day (rather
than simply correcting every error as it appears- a process that can be very demotivating for the student). You
may also divide up the days into a recognisable shape with certain activities or topics appearing at the same
time each day.
Social/activity As well as the more formal lessons, the needs analysis should also inform aspects of the social
and activity programme. This may be the angle you take on the academic links of the trip preparation you do,
how exactly you structure the day/afternoon to ensure the student gets the most possible from all aspects of
the course.
Copies of the completed Course Planning Documents should be sent to Head Office at the end of the course.
Another copy can be posted up in your work space.
Functional Language
These notes should be considered in the context of a needs assessment of the student. The first priority is to
facilitate the students functional language needs in the context of the family and the local area that he or she
will be in during their stay:
Greetings/goodbyes: at different times of day; at different levels of formality
The house and home: daily routine; leisure; describing the family; at the table
offering/accepting/refusing; requests; commenting on/complimenting food; offering help; asking
permission
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Travelling: asking for directions; travelling locally; if lost what to do; transport/times
Expressing feelings and opinions
Shopping, eating and drinking: polite requests & question forms; ordering; asking about
prices/sizes/opening times; money
Thanking: for gifts; for actions.
Useful classroom language
Making conversation with your host family: starting a conversation; talking about your home/family;
talking about your country; talking about your school/hobbies; complimenting
food/decor/clothes/hair; talking about things going on in the area.
There is obviously far too much above to cover in a first day lesson so you may want to start with a small
selection of essentials and then build in more work to your course plan as appropriate.
This could be done using word order games; matching the phrases to the function and/or situation; giving the
phrase and the students coming up with a suitable context for it; giving the situation and the students coming
up with the most appropriate phrase etc.
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Many students may be obsessed with upcoming exams and so want to study a rather restricted syllabus based
on their home examination system. Try to broaden this out where you can, students will learn if they are
enjoying themselves, understand what it is you are trying to achieve together and are engaged with your
lesson.
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Discussion of travel
a. His experiences. (possible use comparing Present Perfect & Past tenses)
b. Ranking of things to take in a rucksack (what 10 things would you take- which are most
important, if your hotel room caught fire which 3 would you take etc)
c. Discussion/internet research of best places in the world/places to see before you die (or are
30!)(comparatives & superlatives)
d. Showing you on the internet where hes been and describing what it was like
2.
Discussion of America
a. His experiences
b. Comparing America and UK/ America and France
c. Showing you on the internet where hes been and describing what it was like
3.
4.
5.
6.
The Boat that Rocked- (I got the English title by Googling it) I might prepare a few clips of this film to
use as the basis of a listening/discussion. After all he has almost certainly watched it in French... Great
YouTube clips I found include: http://www.youtube.com/watch?v=EJREbs4rm-4 (Charades)
http://www.youtube.com/watch?v=jjBNH4OtnO8 (Interview with Bill Nighy)
You could also use the trailer which is online too.
7.
Get him to explain why he likes motor sports (assuming you, like me, dont get it!) Get him to explain
any rules and regulations to you and what talents somebody needs to reach the top.
a. Get him to research and present a biography of a driver (Lewis Hamilton in this case) or of a
circuit
b. Roleplay an interview between a reporter and a driver (or Bernie Ecclestone) each of you
taking turns to be the driver/the reporter
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8.
Discussion of hobbies
Get him to discuss his hobbies, explain how/where/when he does them, tell you the plot of a film/TV
series/computer game etc
a. Look at an English version of one of his favourite TV/films and create clips to use for listening
or as the basis for a conversation/roleplay etc
b. Get him to review a film/TV programme or computer game and then give you a presentation:
you can use internet review sites such as metacritic or others for this.
9.
Talk about the French exam system and the Baccalaureate in particular. Find out what English
requirement there is for him and how to help him with this. Ideally get him to source some
Baccalaureate English papers for you to look at together
10. Look at some science/computing work (in English) either using English sources such as New Scientist
or online science exam help (such as BBC bitesize here:
http://www.bbc.co.uk/schools/gcsebitesize/science/ Also try online videos such as Richard Feynman
here: http://www.youtube.com/watch?v=zSZNsIFID28 (but also lots of other videos out there!)
11. Get him to do pieces of writing for homework, based on what you have done in the lessons and then
have a slot in your lessons for going through his writing and helping him with it. Dont do too much
writing in the lessons themselves.
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Show the student how you want them to record new vocabulary & any recording of tasks/new
topics/grammar etc
Explain what homework will be given and how you will go through it in the lesson (eg a task based on
a TV programme or reading a comic/graphic novel for example)
Set up any regular slots such as a brief daily listening using YouTube or whatever.
Day 2/3
Give the student the day 2/3 feedback form (not 1 week courses) and the SAE. Allow the student
some privacy to fill it in and seal it in the envelope. Send this back to SUL Head Office. This should
NOT be done in lesson time.
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Student Feedback
On a course of 7 days or more (NOT CAP MONDE courses), you will need to give out a day 2/3 feedback form,
get students to complete this and then look at the results (along with the Group Leaders if any). Please
respond appropriately to feedback and let Head Office know what you have done to address any issues. All
feedback forms should be sent back to Head Office at the end of the course.
You then need to get students to complete an end of stay feedback form and collect and send these back to
SUL Head Office in the boxes at the end of the course. These are usually online documents these days so you
will need to give your student access to a computer and the link.
Create a Final Report based on the work you have covered and the student's progress
You can, if you wish, run a formal or semi-formal progress test by devising a series of tasks to test
material covered. This will allow you to give an accurate picture of the students progress on the
Teacher Final Report. The ideal test would be a combination of all the skills you have been working on
(with a speaking task likely to be highly important).
Please ensure that the Final Report includes recommendations for future study as well as
commenting on the students progress and level.
Give the student the end of course feedback form and the SAE. Allow the student some privacy to fill
it in and seal it in the envelope. Send this back to SUL Head Office. This should NOT be done in lesson
time.
Send all paperwork back to SUL Head Office to ensure prompt payment
o Completed Course planning & record of teaching form
o Completed Needs Analysis Questionnaire
o One to One Course Teacher Final Report (this will be sent by SUL to the parents so please
ensure it is thorough, developmental, positiveand legible)
o Immersion Teacher Feedback Form
o The student feedback form in its SAE if required
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Introduction
One of the main aims of a successful language course is to stimulate real communication in the classroomonce the student has a genuine desire to communicate (in English) then it can be argued that the conditions
for sustained and successful learning are in place.
In a one to one environment if the teacher is interested in their student and what they have to say then the
opportunities to sustain real communication are in principle easier create than in a group.
With teaching one to one then, the teaching tends to be all about the student, their needs and interests (which
may of course conflict). With teenagers it tends to be about me, that is they are interested if the subject
revolves around them and their interests, history and points of view. So teaching teenagers one to one ought
to be a win-win situation. The issue however is that to be able to access this ego-driven learning space the
teacher needs to have won the trust of the student. And as we know, with teenagers that may be possible but
there are times when it is extremely difficult.
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2.
The teacher has to quickly establish a rapport with their student and sometimes this is problematicwhere in a class a single student would not necessarily cause the teacher any significant problem
a. Conduct a thorough needs analysis to find out both what the student wants to learn and how the
student wants to learn. Use the first lesson(s) to get to know the student and establish common
ground. Sell yourself to the student. Perhaps the most important aspect from the students point of
view is that their teacher has a genuine interest in them.
b. Make sure that the quality of your welcome on the first meeting is high. Most people make
judgements very fast and these judgements are hard to shift.
3.
4.
The student may want their course to be based on an area of expertise or interest that the teacher simply
doesnt have
a. While this used to be a major issue for 1 to 1 teachers, the internet has made access to varied
materials much easier.
5.
You cant use certain techniques such as pairwork/group work in a one to one situation
a. Certain forms of pairwork are possible with the teacher acting as the other member of the pair, and
you can also inject movement into the one to one class (by doing an activity back to back, or by
standing up to do a greetings role play for example)
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Ask the students to talk about an aspect of their life or interests/history etc and by using Q+A get the
student to talk. While they are talking you can make notes on their performance (errors/vocabulary
deficits/grammatical deficits etc) and then at the end of this first phase you can go through the issues
that arose and help the students with the errors they made. Make sure you get them to practice using
the correct forms at this point. Finally you get the student to do the same or a similar task again and
you monitor to what extend the student has improved. Essentially this is a test teach test
approach which has the benefit of allowing the student to see their improvement immediately.
b) Use personal photographs. These may be of friends, family, days/evenings out, holidays. They provide
personal stimulation for discussion that is real and meaningful for the students and, with
smartphones in their pockets, are available in an instant.
c) Photos on phones can also be taken of parts of the local area, trips etc. as part of the course for a
simple link into the lesson.
d) Trawl through your phone text messages and pull out some common informal phrases to teach the
students that they will probably never see in a course book (simple examples might include: I
reckon, Were off (to the cinema later) if you fancy it?). Then have students look through their
messages and pull out similarly common phrases they use with friends/family in their own language.
With your/their peers help they then translate them into natural English.
e) Have students bring in something they have read recently that is of personal interest to them (i.e. not
something they were told to read by a teacher), whatever form it may take, and have them tell each
other about what it is, what its about, why they like it etc. Help with language.
f) Ask students to note down words/phrases they see/hear/read while living in the UK and bring into
the classroom to discuss and share.
g) Write up 5 or 6 key words for a story of something interesting/funny that happened to you. Students
work together to guess the story before you tell them to see how close they are. Students then do the
same with each other.
h) Start the day/week with students telling each other about the previous day/evening/week and what
they liked/didnt like. Also about what they are looking forward to in the coming day. Make sure you
encourage them to extend their points, for example, I watched a football match could carry on into
who it was, the competition, their reaction to the result, way the game was played etc. also producing
rich teaching opportunity.
i) Have students draw a mood graph a line graph which shows how they have felt over the last few
days going up and down.
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*from Thornbury, S. & Meddings, L.(2009) Teaching Unplugged: Dogme in English Language
Teaching, DELTA Publishing
j) Ask students to write down 4 or 5 memorable dates on slips of paper. You can then use these to make a
board game or simply mix them up and they take it turns to turn over and talk.
k) Ask students to empty the contents of their bags/pockets out and use the items to talk about their
lives/interests, for example, a key ring may have been a gift, a loyalty card for their favourite coffee shop, their
driving licence all simple but with great potential for stories, sharing and discussion.
k) Ask students to keep daily diary (with things they would be happy to share) which can be brought out and
discussed. This could also be done as a visual diary using smartphone camera.
* Be revealing!
Sometimes learners can feel that they are constantly being asked to tell things about themselves, reveal their
secrets etc. Make sure the learners get frequent chances to turn the tables and ask you questions. Be honest
and let them find out some of your "secrets" too.
Learner training
You need to have a plan for how the student will record new vocabulary (in a specific book? In context- ST
writes down the sentence that contains the vocabulary word?
In terms of vocabulary I think you should take the view that you will deliberately input a thematic vocabulary
group each day (perhaps around 12 new words).
Have the student keep a diary and build a reference book of language/vocabulary covered in the course. The
student can add sentences in context to vocabulary and you can use the growing reference as the basis for
little pop quizzes or tests.
Help students to take notes in English, to use a dictionary and to record their learning in a clear appropriate
manner which builds into a personalised reference diary.
Recycling Activities
Try to have a daily recycling slot in your course plan so that you can review previous work covered including
vocabulary, grammar and any skills work. This is great for allowing the student to see that they are learning
and it provides a relief from constant input!
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Try to come up with new contexts or activities to practice the previously learned vocabulary, grammar and
skills.
SPEAKING IDEAS
With speaking tasks (which are very important for the majority of our students and should comprise a large
percentage of most 1 to 1 courses) you need to decide whether tasks are accuracy based or fluency based.
My preference is for most of the speaking tasks to be fluency based. This means you are trying to get the
student to speak without worrying about making mistakes. In this situation if you correct the student you will
merely impede fluency. So you should take notes for feedback at the end of the activity except when the error
stops you understanding what the student is saying.
If doing an accuracy activity, for example you are trying to get the student to complete a specific dialogue (say
a greeting: Hi, How are you? Im fine, how are you? Good, thankyou.) you are probably going to drill (listen and
repeat) a dialogue like this and so you will be concentrating on accuracy. Here you should correct error
whether pronunciation or grammar/vocabulary. Ideally accuracy activities should be shorter than fluency
activities and often come before a fluency activity.
Speaking tasks might include:
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News
o
These tend to work well one to one but can be artificial. But putting the student in a specific
context and asking them to negotiate with you to solve the issue is a standard teaching
practice whether in groups or one to one.
Listen to a current affairs/news piece and then have a discussion about the issues raised
Note you will almost always need to ensure that the student has sufficient vocabulary prior to starting the
speaking activity. Think about what sort of vocabulary the student will need and brainstorm together.
Remember that brainstorming vocabulary is not the same as learning vocabulary. Once you have got the
student to brainstorm everything they know, you need to add more.
Also tongue twisters and poems/reading out loud (but these tend to be accuracy so work on the
students pronunciation etc.
Story telling (can also be a daily section of writing)
Quizzes and game show formats (such as Blockbusters for example) Remember you can always get
the student to create questions for you using the internet as a preparation activity.
Board games and other games. Teach each other a card game for example.
PRONUNCIATION IDEAS
It is often easier to do pronunciation practice in a one to one environment where there is less likelihood of the
student getting embarrassed. Pronunciation practice might be one of your brief daily slots. If you decide to do
this with reading aloud, really focus on the sounds and the way that when you read it, the words slide
together. Work intensively on short passages rather than rattling through longer ones.
LISTENING IDEAS
I like doing a regular daily short listening slot either of a part of a song or a recording of the 1 minute news (see
BBC) etc. I spend 15 minutes on it every day.
Other ideas:
Teacher talk
Telling stories
Songs
o You can download the lyrics of almost every song from the internet. Find out what they like
and use this group/singer if possible
Radio broadcasts (recorded via internet)
TV on demand (internet)
Video (sometimes with picture off)
Podcasts and talking books (downloadable- many free)
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READING IDEAS
Generally dont do a great deal of reading in class time but try to encourage students to read outside lesson
time (homework/project work). Use a variety of texts, poetry and prose, newspapers and magazines, internet,
graphic novels, comics and books. Remember that free voluntary reading (ie reading you want to do and gain
enjoyment from) is almost certainly the fastest route to high level proficiency in a language. Encourage your
student to read for pleasure and report back to you in the lesson. A few ideas to set up for the next lesson
from some homework reading might be:
Simply ask what the student already knows about the topic
Give the student 6-12 keywords from the task (and check them for meaning) in jumbled order and ask
the student to speculate on the topic/headline etc
Show the student a picture or a series of jumbled pictures and get them to speculate
Give student a headline and get them to speculate
Give students a jumbled headline and get them to speculate
Give students the first and last sentences and get them to speculate
On a video show the clip (which should usually be shorter than 3 minutes) with the sound down and
get the student to speculate on the dialogue
On a video hide the screen with a blanket and get the student to speculate /act out the scene
Give the student clues about the task
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Now your student has activated their vocabulary around the topic you are about to read/listen to you can
continue with your task. This would usually consist of an GLOBAL task first- ie ask a general question/set of
questions to check overall understanding (or students draw a picture or paraphrase etc). NEXT you would set
a more INTENSIVE task such as specific meanings of parts of the text/listening as well as vocabulary or
grammar work (looking at vocabulary or grammar in the piece and discussing this).
3. POST TASK
You need some sort of review period to summarise together what you have done. The student might talk
about how the piece relates to their life or interests or another film/book etc.
Please note that with listening (including your teacher talking time which is for the student a listening
comprehension!) you need to break tasks down into shorter sections. 10 minutes of a video is often far too
long and could be done as 10 one minute listening over a ten day course with the whole film watched together
(outside lesson time!) at the end of the stay.
Writing can also be a part of every day. For example you might encourage the student to keep a diary. But look
at the sort of writing the student is likely to have to do in English. Is it going to be emails? Texting? Instant
messaging? Or are they going to go to an English speaking university and write essays in English?
Ideally these days writing should be done mostly on a keyboard except for notes and lists (and of course the
English for Academic Purposes).
Try to create a record of their stay with you that is more than just a written diary. Can they make a scrap book
or a blog to show their parents?
Writing
Beware doing too much writing in your valuable one to one lesson time.
Remember that modern students very rarely write. They type onscreen and with keyboards, they text but
rarely do many of them write!
Remember also you can get students to illustrate stories and describe illustrations for example
Other
I use dictations with 1 to 1s. Particularly when tied to a piece of naturalistic listening work (such as a film or
radio news etc). I aim to dictate keeping the natural rhythms (elisions, weak forms, linking of words etc) So the
text may read:
What are you going to do today with your dad? Are you going to go fishing?
And dictated:
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PROJECTS
Base projects around any visits you may be doing try to find visits that fit the students interests and
temperament
Use the internet for research. If you can (and it is really easy these days) start a blog or scrapbook online with
them so that their parents can see what theyve been up to too.
Use questionnaires and interviews on local people . One classic idea is the stereotype interview. Get the
student to ask people about the extent they are stereotypical. Do you eat lots of beef? Do you eat lots of tea?
How much etc) The student devises the interview and then practices on you before interviewing real
people.
Note you can use Skype to talk to other English speakers who are not physically present.
27
28
Advice on rapport
In raw terms if you set out to earn the friendship and respect of the students then they will in turn like and
respect you. You want the students to want to please you.
1.
Be a mentor not a friend and earn the students trust by being firm, fair and consistent.
Be consistent in establishing the rules from day one and in applying them. Refuse to go on teaching
until your rules are applied. If you are inconsistent, if you shout at the studentor punish a them
unexpectedly or be sarcastic or embarrass them, they will know that they cannot trust you.
2.
3.
4.
On-the-spot correction techniques: These are used for dealing with errors as they occur.
Using fingers: For example, to highlight an incorrect form or to indicate a word order mistake.
Gestures: For example, using hand gestures to indicate the use of the wrong tense.
Mouthing: This is useful with pronunciation errors. The teacher mouths the correct pronunciation without
making a sound. For example, when an individual sound is mispronounced or when the word stress is wrong.
Of course it can also be used to correct other spoken errors.
Reformulation: For example:
29
whole. 'Hot cards', as Bartram and Walton call individual notes, can be used to focus on recurring mistakes.
The student then has a written suggestion of what to work on.
30
http://www.everydaylanguagelearner.com/2012/05/02/language-learning-tipretell/?utm_source=feedburner&utm_medium=twitter&utm_campaign=Feed%3A+TheEverydayLanguageLear
ner+%28The+Everyday+Language+Learner%29&goback=.gde_3460329_member_112020611 Nice retelling
lesson idea for one to ones.
http://www.everydaylanguagelearner.com/2012/01/30/language-learning-tip-use-music-learn-foreignlanguage/ A passionate rationale for using music with learners (all ideas appropriate for one to ones)
http://www.teachingtips.com/blog/2008/06/26/100-resources-for-teaching-without-textbooks/A huge
teaching resource for all sorts of teachers
http://www.teachingenglish.org.uk/articles/teaching-one-oneAdvice and suggestions from British Council
http://www.onestopenglish.com/business/teaching-approaches/teaching-one-to-one/Tips on teaching one to
one)
http://www.teachingenglish.org.uk/talk/questions/teaching-one-oneLots of great advice in this online
discussion
http://www.englishlanguage.org.nz/tutors/resources/index.html Ideas for one to one lessons
http://www.breakingnewsenglish.com/&http://www.englishcurrent.com/Up to the minute news stories
(somewhat class based activities but much that will work 1 to 1
http://eslcarissa.blogspot.co.uk/2012/05/reading.html some great links for inspiring reading
SUL Syllabuses
Although these are designed for groups there is a lot of relevant material and ideas contained within them.
Available after login (please email Jemma jemma@sul-schools.com for a login) from www.sulschools.com/teachers
BBC listening resources: http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/
----------------------------------------------------------------
31
(Appendix 1)
SURNAME
NATIONALITY
AGE
LEARNING HISTORY
How long have you been learning English?
Why are you learning English?
LEARNING STYLES
What do you enjoy doing in lessons?
LANGUAGE SKILLS
Which skills are most important to you? (1= not important/5=very important)
Speaking
Listening
Writing
Reading
Grammar
Pronunciation
Vocabulary
NOTES
TOPICS
What are your main interests and hobbies?
32
Fun
Internet/TV/Gaming
Music
School/University
Social life/entertainment
(Future) work
NOTES
33
We believe that the dignity of all students and staff must be respected. Staff and students should be
courteous and considerate towards everyone and the school environment should be welcoming to
all. All those working or studying here have a responsibility to establish and maintain an
environment free from bullying and harassment. All forms of harassment or bullying are therefore
unacceptable. Every student and member of staff is considered to be responsible for his/her own
behaviour and for the impact which it has on others.
Personal harassment or bullying is any kind of unwanted, unwelcome or uninvited act which makes
the recipient feel uncomfortable, embarrassed, unsafe or frightened.
examples include:
You SHOULD:
Be aware of the procedures for reporting concerns or incidents, and should familiarise themselves with the
contact details of the designated persons.
Report to a designated person any concerns relating to the welfare of a child in their care, be it concerns
about actions/behaviours of another staff member or volunteer or concerns based on any conversation with
the child; particularly where the child makes an allegation.
Respect childrens rights to privacy and encourage children and adults to feel comfortable enough to report
attitudes or behaviour they do not like.
Act with discretion with regards to their personal relationships. They should ensure their personal
relationships do not affect their leadership role within the organisation. All pre-existing relationships
between staff and/or participants of any SUL course must be declared.
Make others aware If you are the subject of inappropriate affection or attention from a child.
Exercise caution when discussing sensitive issues with children or vulnerable adults
Exercise caution in initiating any physical contact with a young person or vulnerable adults
Operate within the guidance offered by this Code
Challenge all unacceptable behaviour and report all allegations or suspicions of abuse
Start an investigation or question anyone after an allegation or concern has been raised. This is the job of
the authorities. You should just record the facts and report these to a designated person.
Spend excessive amounts of time alone with children, away from others. Meetings with individual children
should be avoided or take place within sight of others. If privacy is needed, the door should remain open
and other staff or volunteers should be aware of the meeting (immersion family situations excepted).
Make unnecessary physical contact with children. However, there may be occasions when physical contact is
unavoidable, such as providing comfort at times of distress, or physical support in contact sports or similar.
Take children alone in a car, however short the journey. Where this is unavoidable, it should be with full
knowledge and consent of the parents (or guardians) and the person in charge of the SUL head office
(immersion family situations excepted).
Meet children outside of organised activities (immersion family situations excepted).
Show favouritism to any one child, nor should they issue or threaten any form of physical punishment.
Staff should never (even in fun)
o Initiate or engage in sexually provocative conversations or activity.
o Allow the use of inappropriate language to go unchallenged.
o Do things of a personal nature for children that they can do themselves.
o Allow any allegations made by a child go without being reported and addressed, or either trivialise or
exaggerate child abuse issues.
o Make promises to keep any disclosure confidential from relevant authorities.
o Allow or engage in inappropriate touching of any form
POLICY: http://www.sul-schools.com/sites/default/files/files/SUL-Safeguarding%20Children%20Policy2014.pdf
35
This is a selection of questions about the student and their past/present and future use of English. You may
choose to focus on specific areas of interest to the student and ask further supplementary questions. If the
student is low level you will want to choose just a few simple questions. You can, if you feel it appropriate, turn
the activity into pairwork by getting the student to ask you questions at the same time (and noting down the
answers).
Evaluate the varying use of grammatical structures / vocabulary / idioms /pronunciation / intonation then
recommend a level in conjunction with the results from the PLACEMENT TEST. Use a range of these questions
try to keep it like an informal chat, rather than a Q&A.
You do NOT have to ask every question! Bold questions are HIGH importance
PART ONE: General Information
You might want to throw in a random question just to break the ice, in your Needs Analysis (eg. Whats your
favourite film or wheres your favourite place? etc)
1. Whats your full name?
2. How old are you?
3. When is your birthday?
4. What class are you in at school?
5. How many years have you been learning English?
6. What music do you like?
7. What is your favourite film?
8. What computer games do you like?
9. What do you use a computer for?
10. How would you describe your level of English?
11. What are your hobbies?
12. Describe your family
13. What job would you like to do in the future?
14. Where did you go on holiday last year?
15. What is your favourite food?
16. What sports do you like?
17. When do you usually go to bed?
18. What book are you reading just now?
19. Whats your favourite/least favourite subject at school?
20. Describe your best friend.
21. Do you like animals?
22. If you were a famous person, who would you be?
36
PC/internet/tv/games/music etc
Other
2. What skills do you use now? (1-10, 1 being not much, and 10 being a lot)
Reading
Writing
Listening
Speaking
3. What will/might you use English for in the future?
4. Do you use English outside school? (what for?)
5. What are the 5 top uses of English for you?
6. Do you think English will help you to find a job? (How/what job?)
7. What you would like to learn on this course?
PART THREE What to study?
1. Rate your skills in the following (1-10, 1 being poor, and 10 being excellent)
Reading:
Writing:
Listening:
Speaking:
Pronunciation:
Grammar:
2. Which of the following would you like to improve:
Reading:
Writing:
Listening:
Speaking:
Pronunciation:
Grammar:
3. What is your main goal in studying English?
4. What can you do in English now?
5. What do you find difficult in English?
37
6. What kinds of things would you prefer to talk about in the conversation class?
PART FOUR: Study Skills
1.
2.
3.
4.
5.
6.
38
Now use the information above to create a course plan (outline) to enable you to work with the student over
the period that they are with you. This should not be set in stone but change according to need as the course
progresses.
39
Name of student
1 To
What I as a teacher
am going to achieve?
(ie to introduce
and practice
polite requests)
Learning Outcomes
1 Student will
Time*
Topic
Activity
Lesson No
Resources
Assessment
* Time = length of each activity in lesson. Topic = whats the topic (ie warmer/presenting X/discussing Y ). Activity = what they are actually going to do?
Resources= what you need to take with you (blutak/A4 sheets etc). Assessment= how will you assess learning has taken place? (Teacher Q&As/Task
completion/Peer correction etc).
40
Time*
Name of student
Topic
Activity
Lesson No
Resources
Assessment
41
DATE:
weeks
To
STUDENT DETAILS
First name
Surname
Progress of student
Name of teacher
Signature of teacher
Date
Signature of student
Date
If you have any questions about the feedback report please contact the Academic Manager, on dos@sulschools.com. Thank you.
42
Name of Teacher
Before After each lesson the tutor needs to record the aims/outcomes of the lesson (usually one hour long) Both the student and the
tutor need to sign that this is a true reflection of what took place.
Date
Start time
End Time
Actual &
Comments
Signed Teacher
DAY LESSON
Planned
Signed Student
Date
Start time
End Time
Actual &
Comments
Signed Teacher
DAY LESSON
Planned
Signed Student
Date
Start time
End Time
Actual &
Comments
Signed Teacher
Signed Student
Please use multiple forms. Thank you. Now please return this document to Stephanie at the address below or by email to
stephanie@sul-schools.com .
Name of Teacher
Before After each lesson the tutor needs to record the aims/outcomes of the lesson (usually one hour long) Both the student and the
tutor need to sign that this is a true reflection of what took place.
Date
Start time
End Time
Actual &
Comments
Signed Teacher
DAY LESSON
Planned
Signed Student
Date
Start time
End Time
Actual &
Comments
Signed Teacher
DAY LESSON
Planned
Signed Student
Date
Start time
End Time
Actual &
Comments
Signed Teacher
Signed Student
Please use multiple forms. Thank you. Now please return this document to Stephanie at the address below or by email to
stephanie@sul-schools.com .
Your surname
Location of stay
- OK -
BAD
Comments:
BAD
Comments:
- OK -
Content of lessons*
How the lessons are taught
Too much
Too little
Speaking practice
Listening practice
Writing practice
Reading practice
Pronunciation practice
GOOD
- OK -
BAD
Comments:
Your surname
Your age
Todays date
Location of stay
GOOD
- OK -
BAD
Comments:
THE HOST FAMILY: -please circle your answersYour host familys name
GOOD
- OK -
BAD
Comments:
2
GOOD
- OK -
BAD
Lessons
Teacher1
Was the room suitable?
My progress in English?
GENERAL COMMENTS
OTHER:
I want to come back
YES
NO
Comments
YES
NO
Comments
Why/why not?
I would recommend SUL to a friend
Why/why not?
Thank you!
Comments:
Your surname
Location of stay
GOOD - OK -
TRANSFERS:
Comments:
please circle
answers
GOOD - OK -
Comments:
BAD
Comments:
ACCOMMODATION:
please circle
answers
GOOD - OK -
Comments:
BAD
Comments:
2
GOOD - OK -
BAD
Comments:
Knowledge of area
Guiding ability
Friendliness
GENERAL COMMENTS
PROGRAMME: GOOD - OK -
BAD
Organisation
Transport
Driver
Trips/Destinations
The best activity/trip was
The worst activity/trip was
Comments:
GENERAL COMMENTS
Comments:
Too much
Too little
Content of lessons*
How the lessons are taught*
Speaking practice
Listening practice
Writing practice
Reading practice
Pronunciation practice
GOOD
- OK -
BAD
Comments:
OTHER COMMENTS:
Comments
YES
NO
YES
NO
YES
NO
If you would like electronic versions of the above documents for filling in with a computer they are
available on the website. Go to www.sul-schools.com/teachers after login (for a login email
jemma@sul-schools.com).
PLEASE NOTE: In accordance with the terms of the Teaching Contract, you must return theCourse
Planning document & Record of Teaching (5) and the Final Report (6) to us as soon as possible at the
end of your students stay to ensure prompt payment.
Please contact me if you have any problems or questions or if I may be of any further assistance.
Kind regards
Stephanie Coon
Residential and Host Family Manager
SUPERVISION
1. To ensure that our student will have the company of an adult all day, every day. This cannot be a child of the family even
when they are over 18 years of age without express permission from your Centre Director. It must be the mother/father of
the host family unless the student is attending an organised activity under the supervision of an appropriate adult and the
Centre Director has been informed in advance. Being a host family requires an adult to be with the student 24 hours per
day.
3.
4.
5.
6.
7.
8.
To inform the Centre Director of any change in family details(from our SUL application form) prior to the arrival of the
student. This is particularly important with regard to:
a. whether we will have children at home during the stay of our student
b. whether we have animals (eg a new pet) and
c. whether there is a change in partner/job/living arrangements.
To collect our student from the arrival point and warmly welcome them to our home, treating them as part of our family
and including them in our everyday family life. To transport our student to the departure point at the end of the stay with a
packed lunch.
To do our best to communicate clearly and to treat our student as a guest, helping them to integrate as far as is possible
into our way of life.
To provide three meals a day, to include a packed lunch on departure. To ensure wherever possible that evening meals are
eaten with the family. If this proves impossible to ensure that I/we are present when the student has their evening meal.
To provide a separate bedroom (unless permission to share with our son/daughter of same age has been given by SUL) and
not to ask our student to do any domestic housework, other than to make their own bed and to keep their own room tidy.
To accept NO OTHER FRENCH-SPEAKING STUDENT (or au-pair) at the same time as our student (unless requested by SUL)
and to host no more than TWO OTHER students of another nationality. In this case we will let SUL know in advance. If
running a Bed and Breakfast/Guest House from the premises in which we host our student, we will have separate family
accommodation for the student.
To do any laundry that our student may have on a regular basis (at least once weekly).
MANAGEMENT OF RISK
14. To inform the student of any risks within the house that may cause injury or distress. (SUL has provided a risk assessment
form for you should you wish to complete this. This is only provided so that you have the ability to show your insurance
company that you have done everything possible to minimise the potential for danger.)
15. To familiarise our student with the working of our bathroom and toilet, also other areas of the house and any technical
equipment in our home, in order to minimise the risk of any accidents and to ensure our home is fitted with at least one
functioning smoke alarm.
16. To ensure that the student is aware of escape routes in the home in case of fire.
17. To ensure you can provide a gas safe certificate if you have gas in your house (Please ask SUL for information on this).
STUDENT WELFARE
21. We will regularly check that the student is happy and report any problems immediately to SUL Centre Director /SUL office.
We will give the student a SUL feedback form to complete after lunch on the second full day (or second teaching day if
applicable). We will sign the form and send it back to SUL by no later than the next day. We will take appropriate action in
respect of any negative feedback.
22. We will give the student a SUL feedback form at the end of the students stay and return the form which the student has
placed in a sealed envelope (provided) to the Centre Director at departure.
23. To report any illness or injury to the Centre Director/SUL office and the Group leader and to take our student to our own GP
or the casualty department of our local hospital, if necessary.
24. To act in loco parentis for our student, but understand that the parents of our student and their Group Leader
(representing SULs client), remain legally responsible for the actions and safety of our student.
25. To undertake to report any unacceptable student behaviour to the SUL Centre Director, who will deal with the matter
promptly.
26. We will not encourage our student to break the law or any rules set by SUL or the client, which forbid the student to drink
alcohol, take drugs, drive a motor vehicle, be a passenger on a motorbike or take part in any dangerous pursuit not
authorised by the Group Leader.
27. We will ensure that the student obeys their parental decision on curfew. We agree to report to the Centre Director any
violation of these rules by our student.
SUL VISITS
28. To welcome the Group Leader or representative of SUL into your home should a visit be organised by SUL at any point
during the students stay.
Surname
Phone number
Email
STUDENT DETAILS
Surname
Surname
- OK -
BAD
Politeness
Comments:
Comments:
General behaviour
Comments:
Timekeeping
Comments:
FEEDBACK ON YOUR EXPERIENCE(S)
Comments:
Comments:
In order for us to improve the delivery of courses as well as to help us support our staff better we are interested in your
feedback. All feedback is given serious consideration. Please try to propose solutions to issues you identify. Thank you.
Please Grade your answers from 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Very Poor 0 = Don't know/not relevant
Overall, my experience of working with SUL was...
Comments:
1 2 3 4 5 0
How were your pre course contacts with SUL Head Office?
Comments:
1 2 3 4 5 0
How were your pre course contacts with your Local Organiser?
Comments:
1 2 3 4 5 0
How was the pre-course information? Did it help you to understand what was required of you?
Comments:
1 2 3 4 5 0
1 2 3 4 5 0
Comments:
1 2 3 4 5 0
1 2 3 4 5 0
Please rate the Group Leader (if any) in terms of how the course & student benefited from their
presence.
Comments:
1 2 3 4 5 0
I am / am not interested in working for SUL in the future (please delete as applicable)
Why/why not:
YES/NO
I would like to receive the SUL newsletter with details of jobs/other information (please delete as applicable)
Date
Teaching Option
February
19/02-26/02
10 hours per
session
April
15/04-22/04
10 hours
June
16/06-29/06
20 hours
July/August
08/07-21/07
20 hours per
session
22/07-4/08
05/08-18/08
19/08-01/09
October
TBC
10 hours
From June there will be an activity bonus of 15.00 per week in addition to the hosting and teaching rates (if
teaching is applicable).
We do our best to ensure that the gender, age and interests of the students are matched with the preferences of
both the families and students concerned. Our host families are shown details of the proposed student before
any final decision is made.
The students from the French Organisation will arrive with one of our main groups and the French Group Leader
is given the responsibility for the welfare of each student. This person can be contacted by the student if any
assistance is required. Our families are looked after either by ourselves or by the Local Organiser who will
normally make the initial visit to you. Students have to be collected from the nearest major town on arrival and
are brought back there for departure.
If you are interested in becoming a host family please would you complete and return the enclosed Application
Form. In order to help select your student, I would also like a letter giving more details of your family with one or
two photographs. Please return all this to me at the above address and I will arrange a visit.
Should you wish to host an adult leader accompanying our groups please state this on your application form.
Again we would ask you to provide a separate bedroom and full board. The leader would also need to have
access to your landline in order to stay in contact with the group. Our leaders use special phone cards for this
purpose so your phone bill will not be affected. The rate paid is 23.50 per night.
Home Tuition: If you are qualified to teach English, we will do our best to match you with students who require
English lessons. Please let us know if you are available to teach by writing it clearly on the application form. The
rate of pay is 14.00 per hour. All our Home Tuition Teachers receive teaching material and support from our
Academic Manager.
CRB: If you have been CRB checked recently please submit a copy of your CRB disclosure with your application. If
you dont hold a valid CRB disclosure, please state this clearly on your application form. We will ask you to apply
for a CRB check once we have received your application form and met you face-to-face in your home.
If you have any questions or queries, please dont hesitate to contact me.
I look forward to your reply.
Kind regards
Stephanie Coon
Residential and Host Family Manager
Identify potential hazards, e.g. walking on roads, sunburn, getting lost, travelling by ferry.
Identify those at risk e.g. pupils, students, leaders and other adults
Identify potential outcome and its likelihood and give numerical value. Multiply your two values to arrive at your risk rating.
Where the risk is medium or high, either identify below the action required to reduce the risk or do not proceed with the
activity.
1
2
3
4
5
6
7
8
9
10
L
OA
PS
I
PV
1-5
6-12
12+
Person/s
at Risk
Student
Student/teacher
Student
Potential
Outcome
2
5
Likelihood/
Probability
2
2
1
Risk
Rating
2
4
5
Risk
L/M/H
L
L
L
Persons at Risk
Leader
Other Adults
Pupils/Students
Instructor
Public/Visitors
Potential Outcome
Minor injury
Injury needs medical attention
Injury off work/school
Serious injury/long term sickness
Fatality
Numerical Value
1
2
3
4
5
Risk Rating
Low
Medium
High
Likelihood/Probability
Unlikely
Low possibility
Possible
Probable
Numerical Value
1
2
3
4
Target Date
First day of
course
I3b
hostfamily@sul-schools.com
- - -
Host families may also contact our accreditation organisation ABLS, in writing
at:
www.abls.co.uk
I3c
We expect all students to deal with members of staff and other students politely and with respect.
We also expect students to follow the law of the land and instructions given to them by our staff at
all times. Students behaviour should not cause offence or distress to others in the school based on
racial, sexual or religious differences. It is also unacceptable to use abusive behaviour, such as
harassment, bullying, actual or threatened violence and damage to personal property. In serious
cases we may expel a student from the school immediately. If a students behaviour in school is not
acceptable, we will take the following steps:
We will give the student a verbal warning (we will speak to you about the problem).
We will give the student a written warning (parents, agents and colleagues may be informed).
We will give the student a final written warning.
We will expel the student from school (refunds will not be given in this case).
In serious cases we may expel the student from the school immediately.