FINAL DRAFT PORTFOLIO pdf1

Professional Certificate in English
Language Teaching
PCELT
PORTFOLI
2022
O
M I S U R A TA LIBYA
PECLTer: EMHIMMID ELSANOSI EMHIMMID ALGAZAIRI

(EMHIMMID - EM)
Supervisor: MAHDI MIFTAH
DATE: 04TH /Sep/2022 – 29th /Sep/2022
▪ This booklet is the property of World Learning SIT Graduate Institute and cannot be
changed in any way without written permission from the PCELT Training Office.
▪ Last updated February2012.
© World Learning SIT Graduate Institute 2012

Professional Certificate in English Language Teaching
Table of Contents
Learning Statement ........................................................................................................................ 2
Participant Record Book ................................................................................................................. 4
o PERSONAL INFORMATION ................................................................................................... 4
o Assessment .......................................................................................................................... 7
o Part II: Competencies for receiving the PCELT Certificate .................................................. 8
o Participant Learning Goals:................................................................................................ 10
o Competency Area 1: Planning for a Learning-centered Lesson ....................................... 11
o Competency Area 2: Teaching a Learning-centered Lesson............................................. 13
o Competency Area 3: Reflecting on Planning and Teaching .............................................. 14
o MID-COURSE Summary Comments (Participant) .............................................................. 16
o END-OF-COURSE Summary Comments (Participant) ........................................................ 17
“My Favorite Eight” Collection ..................................................................................................... 19
Reading Log ................................................................................................................................... 20
o “Hands-on” or “Head-trip” How Do You Learn Best? ....................................................... 21
o The Group: A Cycle from Birth to Death ........................................................................... 24
o A Framework for Language Teaching ................................................................................ 27
o Mixed Level Abilities .......................................................................................................... 29
o GIVING AND RECEIVING FEEDBACK; IT WILL NEVER BE EASY, BUT IT CAN BE BETTER3 ... 31
o Teaching English Without Teaching English ...................................................................... 33
Focus on Learning Essay ............................................................................................................... 35
Case Study Report ......................................................................................................................... 37
Extended Reflection on Teaching ................................................................................................. 42
Extended Reflection on Teaching: Feedback ............................................................................... 46
My Three Favorite Plan Teaching ................................................................................................. 49
1
Learning Statement
Like most teachers who join Training courses, the primary key I came to PCELT is to
expand my skills and gain knowledge in teaching frameworks, methodologies, and
modern learning. From the first time I set foot in the center, I knew it would not be a
particular course. I realized this month would be a transitional stage in my career from
traditional to professional teaching. PCELT creates a learning environment to study
teaching frameworks, to learn observation and evaluation, and to put us in the learner
experience to understand all the needs of the learning process.
In this program, my perspective on teaching has changed dramatically. I have learned
that teacher skills are not functional without deliberate frameworks with proven
methodologies. In a more precise sense, PCELT focused on making the trainee
follow all the stages he identified in the teaching plan and delivering the lesson would
not be absurd without prior study. I learned the culture of accepting different opinions,
whether negative or positive. The monitoring and feedback phase was beneficial as
it expanded my horizon more. It created a family atmosphere, in which we give
recommendations to each other to upgrade our skills and know our strengths and
weaknesses.
I have always found it difficult to do activities in class with my students. At PCELT, I
realized the importance of activities and games for language practice, starting with
the Number Steps Challenge in the Japanese Numbers lesson. I learned that the
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learning process should focus on the learner more than the teacher. Moreover, I used
to depend on my skills to explain lessons without using teaching techniques or
materials to facilitate delivering information. My method was closer to the traditional
lectures in which the learner has no role but to listen. After getting involved in PCELT,
I learned that the lesson has time stages and that each task has studied frameworks.
For example, the ECRIF framework made the teaching process easier for me, as the
ST gradually engages in the lesson starting with encountering until TTT is almost
non-existent in the fluency stage.
I will use all frameworks in my future teaching lessons, such as minimizing the role of
the teacher, engaging students in the classroom, and having them interact in several
activities. The most important thing I learned is managing time, which I must use in
my teaching to ensure the implementation of the learning process at every stage.
Time management has a broad definitional scope, meaning that each step in the
teaching plan must be defined with a specific time, for example, using the TPS
technique in which the student will think and share ideas in pairs and groups.
Furthermore, I have learned in PCELT that giving activities must always be the task
before the text. PCELT opened my eyes to the importance of giving instructions
before the worksheets, ICQs, and modelling to ensure equality between different
levels of students. With this, all students will be engaged. Thus, I will begin using all
ECRIF, PDP, and PWP frameworks as well as applying SARS to a pre-made lesson.
I also will sit time and use ICQs and TPS technique.
3
Participant Record Book
Professional Certificate in English Language Teaching (PCELT)
o PERSONAL INFORMATION
4
Purpose of this Record Book
This Participant Record Book is a tool to guide you in developing an awareness of the process of
learning teaching and of many of the factors that contribute to effective teaching practices. It is a
tool to guide your reflection on and self-assessment of your learning process during the course.
This record book will also help you form intentional plans to move forward in further developing
teaching skills and knowledge. The Record Book is a record of your progress.
How is the Record Book used?
Participants fill out the record book three times during the course:
1. At the start of the course

2. The middle of the course
3. The end of the course
Completing it at the start means you begin the course aware of the knowledge and skills you bring
to the program. You will also establish a reference point from which you can assess your progress.
You will fill out the form at the middle and end of the course to share with trainers during check-in
conferences. During these conferences, trainers will also assess your progress. You will submit
this Record Book as part of your PCELT Portfolio.
IMPORTANT
You will need to keep this Record Book until the end of the PCELT
course. It should be the first document in your Portfolio.
5
Course Objectives
By the end of the course, participants will be able to:
Plan
• Plan lessons that take into account your teaching context, learner profiles, and English
language needs, with a special focus on learners in the Middle East North Africa (MENA)
region
• Plan for effective, learning-centered productive (speaking and writing), receptive
(listening and reading), and integrated skills lessons using frameworks and key TESOL
terminology
• Analyze language in terms of its meaning, form and use, and in terms of challenges
students may have with it
• Plan and effectively teach lessons that encourage the development of students’ and
awareness of cultural aspects of language, texts, activities and communication
Teach
• Effectively teach learning-centered productive, receptive and integrated skills lessons,
scaffolding students’ learning and engaging students in participation in their own learning
• Identify appropriate learner assessment options for the communicative classroom, based
on language learning objectives
Reflect
• Reflect on planning and teaching decisions in terms of their effect on individual students’
learning and on the learning of a group of students using key TESOL planning terminology.
Course Requirements
The following course requirements must be met to receive the PCELT certificate:
• Attend all course sessions. If more than two days - or more than 12 hours of a course - are
missed for any reason, the participant will not be eligible to receive the certificate. If a
participant misses more than two practice teaching (excluding those when scheduled to teach)
and feedback sessions (totaling four hours of PT and 2 hours of feedback), the participant will
not be eligible to receive the certificate. In the case of an absence for any reason, participants
must notify a trainer. Participants are responsible for any missed work. IMPORTANT: The first
two days of the course cannot be missed. If these days are missed, the participant must
withdraw from the course.
• Participate actively and respectfully in all aspects of the course. Participants are engaged and
remain on task during all aspects of the course, including workshops, lesson planning, practice
teaching, observation of practice teaching and post-teaching feedback. Participants develop and
maintain respectful, supportive relationships, demonstrate an awareness of their impact on
others, and fully participate in collaborative aspects of the course by offering ideas and
constructive feedback, and by being open to ideas and feedback from peers and trainers.
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• Successfully complete all assignments. Complete all assignments to course standards –
including lesson plans, extended reflections and other written assignments, readings, self-
assessments, program evaluations and the PCELT Portfolio.
• Plan and teach all scheduled lessons (6 lessons per each participant). Participants will
demonstrate progress in rigorous and effective planning, teaching and reflecting on the lessons.
Participants must teach six lessons to be eligible for the PCELT Certificate.
• Demonstrate oral and written mastery of the English language. Participants will demonstrate
an English language ability that makes them credible teachers of their ESOL students, and that
enables them to communicate clearly and accurately during the course.
o Assessment
Part I: PCELT Course Requirements
For your first assessment, at the beginning of the course, please initial next to each requirement
to indicate that you have read and understand.
For the mid-course check-in fill in the Mid column with Y (Yes, I meet the requirement) or N (No I
do not meet the requirement). For the final self-assessment, fill in the Final column.
Requirements Initials Mid Final
1. Attend all course sessions and make up all missed work EI Y
2. Participate actively, respectfully, supportively and

collaboratively in all aspects of the course, and remain on task Y
EI
throughout the course
EI
3. Successfully complete all assignments N
4. Plan and teach all lessons, as scheduled (6 lessons/participant) N

EI
5. Demonstrate mastery of English so as to be credible teaching

your learners and to express self clearly and accurately, orally EI Y
and in writing, during the course
Trainer comments (required for any N marks):
Participant comments (optional):
7
o Part II: Competencies for receiving the PCELT Certificate
Criteria for being awarded the PCELT Certificate: To receive the certificate, a participant must
achieve a description “Consciously becoming more skilled” (CBMS) in each major competency
area.
• A designation of “Consciously unskilled” (CUS) indicates the competency area is not being
met.
• A designation of “Consciously becoming skilled” (CBS) or “Consciously becoming more
skilled” (CBMS) indicates a participant is meeting course criteria.
• A designation above CBMS indicates a participant is exceeding the criteria.
You are not expected to master (i.e., exceed the criteria) all the competencies during this 120-
hour course. You are expected to demonstrate progress and insight, confidence and teaching
skills.
Number designation/ which means…

Phrase
(UCUS) • Plan: I’m not sure what this is or what it involves.

• Teach: It may have happened; I’m not aware of whether it did
Unconsciously unskilled
or didn’t.
• Reflect: I don’t know how to see or reflect on this.
(CUS) • Plan: I can identify what this is and what it involves but I
haven’t been able to plan a lesson with it in mind
Consciously unskilled
• Teach: I haven’t implemented this yet. If it happened, I wasn’t
aware of it or didn’t plan it. I’m aware that I’m not doing this.
• Reflect: Sometimes I can recognize it or identify it in my peers’
or trainers’ teaching and/or feedback if others point it out to
me. I think I see how it affects learning but it’s hard for me to
give examples. I can recognize possible actions that would help
me with it but cannot, even with guidance, make an action plan
for it.
(CBS) • Plan: I can analyze a plan to see if this is present and I can talk
with ease about what it is and what it involves. I have shown
Consciously becoming evidence of planning this at least once.
Skilled • Teach: I have implemented this in class at least once. It may
have been a bit awkward or not particularly effective. Student
learning may or may not have happened.
• Reflect: I have been able to identify it in my own or in others’
teaching and student learning at least a few times. I’m still
developing my initial ideas about how it affects student
learning. I can make a plan to improve this when my trainer
directly guides me.
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(CBMS) • Plan: I’m able to design a plan with this explicitly in mind and
have shown evidence of planning this a few times.
Consciously becoming
• Teach: I have implemented this in class effectively at least once
more Skilled and student learning was evident. I may have implemented it a
few times in which student learning may or may not have been
evident.
• Reflect: I can usually identify it in my own and others’ lessons.
I’m beginning to link this concept to observable student
behavior in a lesson. With some trainer help, I can make a plan
to improve this area.
(CS) • Plan: I can plan for this consistently and intentionally. (I still
have to think about it.)
Consciously Skilled
• Teach: I’ve used this in my teaching more than a few times to
help English language learners learn and am actively fine-
tuning my skills to maximize student learning.
• Reflect: It’s easy for me to identify it in my, my peers’ or my
trainers’ teaching. I can use the concept to interpret how or if
students learned in a lesson. I can make connections between
this and other aspects of learning and teaching. I can make
action plans to improve my understanding and effectiveness.
(UCS) • Plan: I consistently and automatically (without thinking) plan
for this in my lessons.
Unconsciously Skilled
• Teach: I can implement this skill in an automatic or natural
way. It’s part of who I am as a teacher and I’ve shown
evidence of it many times during the course. It’s not
challenging for me to plan or implement it.
• Reflect: It’s easy for me to see how this can affect student
learning; I can transfer it to other contexts. I can help others
make action plans; I have a wide range of techniques that allow
me to make decisions to maximize student learning in a variety
of contexts. The concept is integrated into my beliefs about
teaching and learning; I can quickly use it as a lens to reflect on
my own and others’ teaching and learning.
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o Participant Learning Goals:
Here, write in at least three of your own learning goals for the course.
Mid Final
By the end of the course, I will be able to
Y Y
DETAIL THE STEPS OF A LESSON
Y Y
MANAGE ACTIVITEIS AND MATERIALS
Y Y
MOVE TOWARD OBJECTIVES
Overview of Competencies
Plan
A. Designing objectives
B. Detailing the steps of a lesson
C. Analyzing the target language/texts
D. Staging the lesson
Teach
A. Interacting with students
B. Managing activities and materials
C. Focusing on target language/texts
D. Moving toward objectives
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Reflect
A. Focusing reflection
B. Learning through the reflective cycle
C. Working in community
o Competency Area 1: Planning for a Learning-centered Lesson

Participants will be able to:
A. Design Objectives Beg Mid End
CBS
1. Write well-formed lesson objectives that describe student learning CBMS CBMC
2. Write objectives/aims for lesson stages and activities in terms of CUS CBMC CBMC
student learning
3. Analyze and adapt coursebook materials (deciding what to keep,
reject, adapt, change) appropriate to the students, their needs, CBS CBMC CBMC
interests, level, etc
4. Design and/or adapt activities so that they have a communicative CBS CBMC CBMC
focus
CUS
5. Identify, analyze and select appropriate learner assessment means CBMC CBMC
CBS
B. B. Detail the Steps of a lesson Beg Mid End
1. Detail student interaction patterns and other class configurations

(individual work, pair work, group work, whole-class work, teacher- UCS CBMS CBMC
focused activities and stages), ensuring there is a balance of
interaction during the lesson
2. Detail teacher behavior (including instructions; modeling; checking UCS CBMS CBMC
understanding; eliciting; explanations, monitoring, clarifying, etc)
3. Detail student behavior to clarify what they will be doing, when and UCS CBMS CBMC
with whom
CBS
4. Plan the use of visuals: the board, pictures, posters, etc. CBMS CBMC
5. Prepare lesson materials which look professional and which respect CBS CBMS CBMC
copyright requirements, citations and photocopy limits
CBS
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C. Analyze the Target Language/Text Beg Mid End
1. List relevant knowledge and experience students are likely to bring to CBS CBMS CBMC
the lesson
2. List challenges students may have in the lesson and suggestions for CBS CBMS CBMC
how the challenges can be avoided or mitigated
3. Write detailed notes that describe the meaning, form, use of language CBS CBMS CBMC
to be covered in the lesson
4. Prepare notes for explanations, guiding and checking questions CBMS CBMC
CBS
CBS
5. Make notes about cultural aspects of activities, texts, language CBMS CBMC
CBS
6. Allocate time appropriate to activities and materials CBMS CBMC
7. Support peers’ planning, constructively and respectfully CBMS CBMC

CS
CBS
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D. Stage a lesson Beg Mid End
1. Integrated skills lesson with a central focus on a productive skill: stage

the lesson so that student learning is scaffolded and lesson objectives CBS CBMS CBMC
are achievable.
2. Integrated skills lesson with a central focus on a receptive skill: stage
the lesson so that student learning is scaffolded and lesson objectives CBS CBMS CBMC
are achievable.
3. Stage opportunities for ongoing student assessment and feedback. UCS CBMS CBMC
4. Relate lesson to lessons that both precede and follow it CBS CBMS CBMC
CBS
o Competency Area 2: Teaching a Learning-centered Lesson

Participants will be able to:
A. Interact with Students Beg Mid End
1. Grade their language and adopt an appropriate tone for their learners CBMS CBMC
CBS
2. Create a safe, respectful classroom environment to maximize student CBS CBMS CBMC
learning
3. Vary the teacher’s role appropriately on the basis of student needs CBS CBMS CBMC
and the different lesson activities
4. Respond to student questions and behavior in a way that promotes CBS CBMS CBMC
learning
5. Monitor students and respond to and give feedback on student
strengths and challenges (task progress, language produced, strategies CBS CBMS CBMC
used, involvement, etc) in a way that supports learning
CBS
B. Manage Activities and Materials Beg Mid End
1. Efficiently set up a variety of class configurations to maximize student

learning and participation (individual, pair, group and whole-class UCS CBMS CBMC
work)
2. Use texts and media effectively so that students can engage with them UCS CBMS CBMC
in a learning-centered way
UCS
3. Provide students with adequate think time CBMS CBMC
UCS
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4. Give effective instructions, model activities and check student CBS CBMS CBMC
understanding
CUS
C. Focus on Target Language and Texts Beg Mid End
1. Convey and check meaning, form and use of lexis, grammar and CS CBMS CBMC
pronunciation
2. Provide accurate oral and written models for students CBS CBMS CBMC
3. Use a range of means to engage learners in textbook material CBS CBMS CBMC
(establish context, elicit ideas, activate prior knowledge)
CBS
D. Move toward Objectives Beg Mid End
1. Set up student-centered activities to help students encounter and CBS CBMS CBMC
clarify target language or text/genre features
2. Set up student-centered activities that help students remember and CBS CBMS CBMC
internalize target language
3. Set up student-centered opportunities to use target language and any UCS CBMS CBMC
other language/skills to complete a communicative, real-world task
4. Set up listening, reading and writing tasks so that students can focus UCS CBMS CBMC
on increasingly challenging aspects of the text with confidence
5. Implement strategies for assessing student learning throughout lesson UCS CBMS CBMC
6. Manage the learning process in such a way that lesson objectives are UCS CBMS CBMC
likely to be achieved (e.g., timing and pace)
CBS
o Competency Area 3: Reflecting on Planning and Teaching
A. Focus Your Reflection Beg Mid End
1. Identify strengths, challenges and issues in a lesson (planning and teaching) UCS CBMS CBMC
2. Identify whether lesson or activity objectives were achieved, providing UCS CBMS CBMC
examples of student behavior
CBMS
B. Learn Through The Reflective Cycle Beg Mid End
1. Describe details from the classroom: student (individual and group) behavior, UCS CBMS CBMC
teacher behavior, materials and the class environment
2. Offer interpretations of how specific events in the class may have affected UCS CBMS CBMC
student learning
14
3. Come up with generalizations and theories about student learning that are UCS CBMS CBMC
linked to specific events or experiences in a lesson
UCS CBMS CBMC
4. Plan specific actions for future lessons based on experience in a lesson
CBS
C. Work in Community Beg Mid End
1. Use a variety of key terminology from TESOL to discuss lessons in terms of UCS CBMS CBMC
student learning
2. Demonstrate a positive attitude to feedback and an ability to make changes UCS CBMS CBMC
to enhance students’ learning
CBS
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o MID-COURSE Summary Comments (Participant)
The first two weeks were exciting and full of learning and knowledge. I learned a lot of teaching
skills and understood how to apply the ECRIF framework to deliver lessons to learners as well as
some of the techniques needed to make the educational process successful, and I came to think
with a critical perspective to develop self and peer skills. Despite some physical shortcomings in
the center, Mr. Mahdi and Ms. Noha created an integrated and healthy environment for the
Participants. I would love to thank them a lot.
MID-COURSE Comments (Trainer)

Strength:
- Planning:
• Plan the use of visuals: the board, pictures, posters, etc.
• Design and/or adapt activities so that they have a communicative focus
- Teaching:
• Create a safe, respectful classroom environment to maximize student learning.
• Set up student-centered activities to help students encounter and clarify target language or
text/genre features.
- Reflecting:
• Identify strengths, challenges and issues in a lesson (planning and teaching).
Areas for growth:

- Planning:
• Write objectives/aims for lesson stages and activities in terms of student learning.
• Detail teacher behavior (including instructions; modeling; checking understanding; eliciting;
explanations, monitoring, clarifying, etc)
- Teaching:
• Give effective instructions, model activities and check student understanding.
• Use a range of means to engage learners in textbook material (establish context, elicit ideas,
activate prior knowledge).
• Efficiently set up a variety of class configurations to maximize student learning and
participation (individual, pair, group and whole-class work)
- Reflecting:
• Offer interpretations of how specific events in the class may have affected student learning
• Come up with generalizations and theories about student learning that are linked to specific
events or experiences in a lesson.
We have read and agree with the above comments.

Participant Signature: Date: Sep - 18th - 2022
Trainer Signature: Mahdi Mftah Date: Sep - 18th – 2022
16
o END-OF-COURSE Summary Comments (Participant)
It wasn't just an ordinary month; it was a journey that shifted from the traditional
educational life to the use of new methods in the classroom. It has been a month full
of work and positivity as I learned a lot not only on teaching techniques, I also
learned a lot of skills from the great trainer and with my fellow superheroes who
were truly family and more.
Before this course, I was Unaware of teaching methods. I know only the traditional
teaching ways which take time and effort and are effective compared to what I learnt
in the PCELT like using ECRIF and PDP frameworks as well as using some techniques
like ICQs, CCQs and TPS. Moreover, PCELT opened my eyes to the fact that a lesson is
not absurd without a well-thought-out plan, in which every step of it is deliberate,
including movement and body language.
Observation and Feedback helped me a lot to think critically and analyze why the
lesson was weak or strong. All Mahdi's comments were constructive and accurate.
Furthermore, support from colleagues with constructive observation and pitfalls in a
healthy, conflict-free environment. All this positive energy inspires me to persevere
hard to keep improving myself until I reach the UC level.
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END-OF-COURSE Comments (Trainer)
We have read and agree with the above comments.
Participant Signature: Date:
Trainer Signature: Date:
18
“My Favorite Eight” Collection
A PCELT Synthesis
Name of
No. Item Description Why I Chose it for my Collection
Item
a framework system of a way of I chose this framework as my favorite because it was the main
looking at how students learn a factor in changing my mind about traditional teaching
1 ECRIF
language. methods and I found it helpful in preparing a lesson plan.
A framework that can be applied As a teacher with limited experience, I wasn't used to making
to teach two skills - listening and space for students in the classroom. I found this framework
2 PDP
reading. It makes the class really good and more effective in conveying information
learner-centered while minimizing TTT.
It is the process of peer I chose this process because I found many advantages in it. I
OBSERVATION monitoring while PTs and giving learned to evaluate my own work and the work of others,
3 & feedback the next day. To engage regardless of the service provider. I learned to accept
FEEDBACK in group work to raise the different opinions, avoid the mistakes of others, and follow
efficiency of each other. them in excellent works
A cooperative learning strategy It opened my eyes to the students' behavior and how to lead
where the students think and them to meet the objectives of the lesson smoothly
4 SPT
then work together to carry out
the task
instructions checking questions. The favorites list cannot be without this item. I found it very
It is used to make sure all useful in making it easier to give instructions, saving time and
5 ICQs
learning understand the ensuring everyone understood the tasks
instruction.
A book of Techniques for This book is included in my favourites because I found that it
ANN RAIMES’ Teaching Writing, by Anne collected all the concepts of writing in a clear way that helps
6 BOOK Raimes the teacher to communicate the lesson.
We played this game to recall all the linguistic terms we
A Warming-up activity learned in the program. It was a very competitive game, as if
7 HOT SEAT
the chair was really hot.
I will use it with my pupils to warm up vocabulary.
A competitive activity to explain the We used this activity as learners to write the concepts of the
concepts of the PDP framework in PDP framework as a newspaper poster. Through this game,
the form of a newspaper poster. we benefited from the research on the topic and innovation.
I believe it will be entertaining in the future with my students.
NEWS PAPER
8 POSTER
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Reading Log PCELT
Rating
(1 star=not
No. Article Title & Author useful; Reader Response
5 stars=very
useful)
Hands on or Head-trip….
How Do You Learn Best? For each article you read, answer
1  the following questions on a
Susan L. Colantuono separate sheet of paper (you
1982 may type or write by hand).
When you submit your portfolio,
The Group: A cycle from you must submit this cover page
Birth to Death with ratings you want to award
2  each article, along with your
Richard C. Weber 1982 Reader Response for each
article:
A Framework for 1. Give a brief summary of the

Language Teaching
3  article, stating the topic and
highlighting the writer’s key
Patrick Moran 1981 points.
2. What in the article resonated
with or most interested you?
Mixed Level abilities Why (try to link ideas to your
4  own teaching practice and
Rachael Roberts learning)?
3. Were there any ideas that you
GIVING AND RECEIVING disagreed with, or which you
FEEDBACK; IT WILL are uncertain about? Support
NEVER BE EASY, BUT IT your comments by discussing
5 CAN BE BETTER3  your own ideas/experience.
Larry Porter
Teaching English
without Teaching English
6 
| Roberto Guzman |
TEDxUPRM 2016
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o “Hands-on” or “Head-trip” How Do You Learn Best?
In the mid-1980s, David Kolb created a theory through experiential learning. This
theory is divided into different stages.
• Concrete Experience (CE):
In this step the learner has his own idea, understanding, experience or belief.
• Observation & Reflection (OR):
The person begins noticing new steps and integrates his past experiences with these
discoveries.
• Formation of abstract concept and generalizations (AC):
By delving into new observation and thinking, the individual begins to invent a new
concept to create a new and different theory.
• Testing of Implications of concepts in new situations (AE):
After the previous steps, the individual begins to adopt the new inventory idea and
applies it through testing and analysis in a set of experiments. During this stage a
new experience will arise from the previous Concrete experience.
Through the above steps Kolb describes experiential learning theory that learning
takes place through adaptation to new experiences and the incorporation of old
experiences and the process of shifting systematically during these steps from
concrete experience to the creation of new knowledge.
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The concepts I agree with in Kolb's theory are:
1- The theory divides the learning process into different stages in line with the
different tendencies of individuals in learning styles.
2- The theory allows the learner to increase learners’ awareness of alternative
approaches and to meet the diverse requirements of each experiential
learning situation.
3- the theory opens learners' eyes to the individual experiences they have.
There is no doubt that engaging learners with experiential learning will enhance their
teaching effectively. However, some things cannot be taught by experiential learning
due to a few hands-on demonstrations that can be applied to help students
understand them. Moreover, it is difficult to cover all topics and make the learner
learn by experience, monitoring and testing because of the high costs and
sustenance, as many educational centers suffer from a lack of capabilities to provide
practical requirements, which leads to racial segregation between government and
private institutions.
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• Conclusion
The article proves that experiential learning is an effective method of teaching new
information. Where the learner is involved in the lesson to understand things for
himself and discover issues with concrete experiences. As with what we learned in
PCELT, frameworks were introduced to reduce the role of the teacher and make the
learning process positively learner centred. For example, in the ECRIF framework
where incremental stages were used to engage the learner in the learning process
from concrete experience in the Encountering stage to testing the new experience
in the Fluency stage. In other words, the learning process should not only be by
watching, as what happens in traditional classes, which often has a negative result.
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o The Group:
A Cycle from Birth to Death
This article is a summary of the developmental processes, the stages of group
formation and the life cycle of the work team from birth to the death of the group and
the formation of new groups. The article described the group's life cycle from birth
through an Infancy stage and adolescence to adulthood and sometimes ending in
death. Knowledge of behaviors helps in forming harmonious groups to achieve
business goals.
• Formatting Stage (infancy)
Always at this stage, individuals search for similar patterns and show agreement in
all respects:
- Superficial behavior and everyone look for similarities and needs.
- Everyone has the same concerns and questions Will I be accepted and
included in the group?
- All members do not object to the instructions, and all try to go in the same
direction.
• Storm Stage (Adolescence)
At this stage, some behaviors that were hidden in the previous stage appear, as:
- Individuals try to impose authority and change directions.
- Individuals start objecting to the instructions, they may even say no to the
leaders.
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• Norming and Performing Stage (Adulthood):
After overcoming objections in adolescence, the group begins to move forward to
achieve the goals:
- The group works as a cohesive functional unit.
- The group acts harmoniously in an environment full of respect and affection
among all.
- Individuals begin by deliberating and negotiating roles and addressing
obstacles and accomplishments.
- At this stage the group value the unique talents for accomplishing tasks.
• Recycle during the process:
The group may move quickly or slowly through the previous three phases or become
fixed in a certain stage, which may lead to the recycling of the life cycle of the group
through stages of deepening of insights:
- The group may change the leaders.
- Group configurations may change.
- The requested activity may be neglected.
• transforming Stage:
When the group target meets or the group expires, two scenarios appear:
Reunion, with new patterns in which case the experience will not be the same for
individuals.
Disengagement and group disengagement, or what is known here as death, is when
individuals fail to decide on the next step.

25
The things that caught my attention in this article are that the theory focuses on
understanding the tensions in the first and second phases and that tensions are self-
evident in the group that must be eliminated in order to move forward to create a
healthy environment for the group to achieve goals. The article outlines the ideal
way to completely resolve group satisfaction gaps.
Although this theory may be an ideal solution to many situations, the group may
encounter tensions in some cases. Moreover, the theory did not say what would
happen in adolescence if the group failed to jump into adulthood. The article
mentioned the time expiration twice and did not discuss the reasons for this time and
group change that might help determine the fate of the group in the transformation
and recycling process.
• Conclusion
To link the article to the teaching process, the first and second stages are very
important for several reasons, the most important of which is the storming stage,
which is the most difficult, in which there may be confrontations between the
professor and students, where some students tend to control while others take a
step back and may interrupt the group. It is important for the teacher to identify
students’ behaviors and identify their patterns in the second stage with caution in
order to integrate them and involve them in the tasks of the next stage, and not to
be deceived by the appearances of the first stage.
26
o A Framework for Language Teaching
This article summarizes the PPU framework recommended by the author, which is
divided into three phases based on the following questions:
• What am I studying?
Where the teacher defines the target language, how to use it, and what it is intended
for. What students are required to understand and what are the linguistic elements.
• What do I want to do with the material?
The answer to this question provides the intended use of the target language.
Knowing the tasks and the learning environment helps create a clear lesson plan.
• How will I know if the students have learned the material?
The answer to this question identifies ways to confirm students' understanding of the
lesson, including the instructions given, use all aids such as body language, use
ICQs, or even repeat words after the teacher. This is a training and presentation
plan.
• How will I get students to demonstrate their learning?
To answer this question, the teacher should divide the lesson plan into three stages
• Presentation stage (awareness)
27
Through the presentation, students understand the context involved and the form
and meaning of the vocabulary and its use. Furthermore, grammar and speaking
skills.
• practice phase (accuracy)
At this stage, students practice language skills or language objective after the
teacher gives instructions to use the language component in a simplified and specific
form or meaning through repetition or exercises.
• The stage of use (fluency).
Students use the language objective with activities and discussions in situations that
are close to real situations outside the classroom.
As a teacher with little experience in teaching, the way of questioning lesson needs
was the key to a clearer understanding of building a lesson plan. Where the structure
contributed to the adoption of steps without any obstacles. Thanks to the
understanding of this framework, my mind expanded to understand other teaching
frameworks such as ECRIF and PDP.
On the other hand, repeating this framework with students, especially highly
qualified students, will make the class somewhat boring. According to my
understanding, one of the shortcomings of this framework is that TTT is more in the
presentation stage and the participation of students is somewhat limited.
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o Mixed Level Abilities
The article discusses the different levels of ability in the classroom and how the
teacher can create a harmonious environment that ensures an appropriate learning
process for the whole. In other words, the educational process is not boring for
stronger students or complicated and frustrating for weaker students. Furthermore,
the article emphasized that it was impossible to have the same level of abilities.
Therefore, the writer recommended some methods that can help save time when
preparing for the lesson for the different levels of class.
The article separated the methods into two types: differentiation by teaching method,
in other words, the activities we use must be differentiated to ensure that students
work at their own level as well as convince students to support each other. On the
other hand, task differentiation, where differentiation of tasks can provide additional
support for challenging students with stronger abilities.
The author opened my eyes to several ways that could facilitate the process of
preparing for the lesson. The thing that I liked the most about the article is the
differentiation according to the method. Found in this method put the learners in the
same line without any gaps in the educational process. In a more precise sense,
students with high abilities can be provided with additional tasks to involve them in
the class without spoiling those with weak abilities. On the other hand, assigning the
least capable tasks commensurate with their level so that they do not face difficulties
in the activities of the higher capabilities
29
Furthermore, the methods outlined in the article contribute to both engaging all
students and appreciating their work. The methods focused on respecting all without
excluding or embarrassing anyone, whatever the level of abilities. For example, in a
group discussion, the distribution of tasks according to abilities, such as writing, is
done by those with less speaking abilities
Despite the clarity of the methods for dealing with the differentiation of abilities and
the importance of applying them in the learning process, I have concerns in applying
them in the real classroom. It is not done how the teacher should act if the less able
students feel that there is discrimination between them and others.
30
o GIVING AND RECEIVING
FEEDBACK; IT WILL NEVER BE
EASY, BUT IT CAN BE BETTER3
In this article, Larry Porter highlights the Feedback exchange mechanism. The article
summarized that the importance of the feedback lies in improving and effectively
changing the benefit of learning, regardless of the difficulty of receiving and receiving
the feedback in some cases.
In addition, Larry points out that Feedback's presentation should be using language
that is not sarcastic or judgmental and that Feedback discusses actions, not
individuals. Likewise, receiving feedback as a means of improving the learning
process, and being aware of the feedback receiver is not a personal attack. It is very
important to pick and choose a speech to avoid negative clash in the feedback
process.
Effective positive feedback always comes as soon as possible after the action. The
benefit lies in giving feedback in the real-time realization of error handling and
correction of errors. Although instant feedback is constructive work, it should be an
evaluation that is not surprising. Certainly, some situations require you to wait for
immediate feedback, but it is necessary to give the feedback as soon as possible to
ensure the learning process.
31
One of the things that caught my attention in the article was that it highlighted all
aspects of giving and receiving feedbacks and summarized them in nine criteria that
are useful not to make an individual addicted to feedback. It is important to learn at
least how to manage the reception of criticism and feedback because it is not
possible to have no reviews on the work you do.
Although the author has covered all possible scenarios for effective and ineffective
feedbacks, I do not agree with his positioning of indirect feedbacks in the negative
feedback box. It cannot be certain that indirect observation is ineffective as
feedback. In some cases, we should give feedback on the work of individuals whose
behavior we are aware of after Feedback has been accepted by us, but they may
listen to other people and perceive this feedback as effective. It is recommended in
such a scenario to be indirect feedback.
Finally, the article largely highlighted the concerns of giving negative comments and
ineffective feedback, and that this view was discussed by Porter as the only problem,
but there are significant concerns that the result of giving too much praise could turn
an effective feedback into ineffective in some cases that it It will end up with
overconfident individuals not accepting negative feedback in the future.
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o Teaching English Without Teaching English
Roberto Guzman in his TEDx presentation discussed that it is normal for students
to make mistakes and that making mistakes without fear is part of the learning
process. Guzman emphasized that the teacher must realize that the essential part
of our students is having knowledge that they need in their real lives.
As language teachers, we are not only concerned with grades or grammatical skills,
we as teachers should also be concerned with ways to guide learners to
communicate their point of view and ideas in the language. Teachers should provide
the students with a space to relate the class to their real life and experiences. They
develop critical thinking skills. Students should realize that English Learning is more
than just language and grammar. The learning process is closely related to the
learner's contact with other human beings, teachers, peers, families, as well as
ordinary acquaintances with whom they meet in their surroundings,
Roberto defended his view that content is more important than form and the
effectiveness of "Teaching English without English" is summarized in the following
criteria:
- The teacher is only a guide in the learning process.
- Teamwork is important in the classroom is important (development of social
skills).
- Students are participants, not spectators: (learning by practice).
- Classroom is just a place like all other places where discussions and
exchanges of opinions take place.
33
After a brief description of Roberto's presentation, I agree with him that "learning is
connected to our real life". In fact, the English language teachers in our schools
focus specifically only on the grammatical aspect and the basic skills of the
language. What caught my attention in this video was that Guzmán detailed in detail
the importance of learning how to express an opinion and to practice the language,
even with many mistakes, before learning the details of grammar.
However, Roberto emphasized the importance of using language to express
opinions and ideas, whatever the risks, but I have some doubts about the
applicability of this technique in a multinational class where Roberto's theory was
about a class of only one nationality. Most of his recommendations were only about
local learners and he did not address any if the students did not speak the same
language.
34
Focus on Learning Essay
Language learning has no limits. All members of this environment gain a lot
of knowledge learners and teachers alike. Regardless of the personal goals of
each learner, the primary goal in language learning is to create channels of
communication between different races and cultures, to create a
harmonious environment and to make the world one village. In other words,
the focus will not be on learning language skills and linguistic items such as
grammar, vocabulary, pronunciation, sound-pattern etc. Learning a language
opens doors to exploring multi-cultures and listening to different points of
view.
Taking the PCELT environment as an example, I can confirm that language

learning is not only about learning linguistic items and teaching. In this
enjoyable journey, I learned a lot of things far from the world of the language
as time management and self-development via listening to others' opinions,
exchanging Perspectives and sharing life experiences inside and outside the
learning environment. PCELT uses a beneficial method to make the trainees
move between all the positions in this environment (teacher, student,
observer). From my personal experience, this technique contributed to
enhancing the language learning process, as the trainee sees all aspects and
stages of communicating information from the speaker to the listener and how
it is evaluated by the third party to ensure the quality of this given knowledge.
It is worth noting that each role has a specific room in the classroom (Student
Hat, Teacher Hat), which exploded the expansion of the perceptions mind and
deeper dive into the meaning of language learning.
35
Learning styles and environments vary, as everyone has his own preferences
for how and where to learn. But most of the methods used in communicating
information are somewhat similar in determining the lesson objectives and
target language, as well as the time and division of the lesson into several
stages of activities and explanation such as following the ECRIF or SARS
Frameworks.
At the first leg of my journey with PCELT, it can be said that I laid the
foundation stone in developing the teaching mechanism and my interactions
with students and colleagues alike. I realized that skills alone could not deliver
information effectively. Moreover, that refined experiences without
techniques followed cannot make progress in the learning process. Following
a methodology such as ECRIF for lesson preparation and design time frame
also steps must be well organized and clear for understanding by the recipient
or any assistant who comes to cover your place in the event of your absence
or stoppage.
In other words, We must create a flexible environment with clear standards so
that you do not end up with ineffective results or obstacles in the learning
process cycle. It is worth noting that focusing on other aspects such as the
stages of the relationship of individuals to form a work team to achieve
objectives and to create leaders during these stages.
Based on the training outcome, I would like to remember that following the
steps of the ECRIF model in its entirety to connect and develop a plan to reach
the target language as well as to achieve the objectives and reach the stage of
fluency in use. Also observing each step whether it covers its purposes or not.
The second thing I want to implement in my classes after PCELT is to apply
activities and adopt them into teaching plans that I have not done before.
Indeed, I found it effective in unconventionally facilitating the delivery of
information.
EMHIMMID ELSANOSI
36
Case Study Report
“Omnia Sabry”
Student of Amideast
PCELT PROGRAM
WORLD LEARNING SIT GRADUATE INSTITUTE AND AMIDEAS
PCELTer: Emhimmid Elsanosi algazairi

Supervisor: Mahdi Miftah
37
During this program, the focus was on understanding the strategies and
techniques needed to deliver lessons accurately. Everything we do in the
classroom is a service of student learning and delivery of the lessons with
unconventional methodologies. Focusing on an individual learner as a case
study during the PTs increases knowledge and develops how to best present
the information to them.
I had chosen Omnia when I observed her in the class. Although she was
brought up in a family that did not speak English and did not study the
language abroad, I noticed that she speaks English fluently. Moreover, she is
easygoing and close to all students which could qualify her to be a case study
for the entire group. Also, her reactions in the discussions seemed to me that
she would be helpful to give clear answers without hesitation, thus
contributing to achieving the objectives of the case study.
Omnia Sabry, 17 years old, started studying at AMIDEAST three years ago.
Before that, she had been at a private center called Alhabara. Besides, learning
in public schools.
The motivation for learning the language was mainly to facilitate her future
studies at the College of Medicine. Thus, the ambition to study abroad became
greater with the passage of time and the improving of her language skills.
When I asked her about the preferred method for learning the language, the
answer was that it is not possible to specify one type of learning because the
student often feels bored in the classroom, so it is preferable that the learning
methods be diverse. I can see that in the classroom where she does not
interact with theory lessons, when it does not have many activities. On the
other hand, she is active in lessons that are full of various vital activities that
do not go in one style. I can say that the preferred learning style of Omnia in
my opinion combination of learning methods.
Omnia often tends to work individually and, I noticed she usually takes a step
back in large groups just to listen although it is very helpful in teamwork and
38
small teamwork. To talk more about her way of learning, she relies on
developing her skill in learning by practicing, not just listening or watching. She
just takes the ground rules and finds out the rest by herself by doing the steps
herself, making mistakes and correcting them, by herself, her teachers, or even
her classmates. What caught my eye the most about Omnia is that she never
hesitates to ask around her when she wants to know the meaning of a word
or understand something you haven't heard well.
Based on my observation of her as well as her evaluation herself, I found that
Omnia has somewhat weaknesses in her listening skill and in memorizing
words. She said she is not very good at listening as she sometimes finds it
difficult to understand simple sentences if the speaker is a bit fast. And she
also has difficulty memorizing words without practice, especially those
academic or practical words that she does not use in her daily conversations.
During the listening activities, I spotted her twice not answering the questions.
Moreover, during the interview, she did not know the meaning of the word
"aim", also in Anas' lesson, she asked him what "headgear" means.
Despite what has been mentioned about her weaknesses, Omnia is capable to
speak with proper grammar and pronunciation in active and passive voice
sentences. May her beloved personality lead her to be a public speaker which
leads her to practice more. As I noticed her in most PTs during the Fluently Use
Stage her group always brought her up to speak on their behalf and she spoke
really well. Her speaking skills made her good at writing. She has the speaks
her mind and arrange her thoughts to write. Although she is not that rich in
vocabulary, she does not make mistakes in spelling.
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
39
Dear future teacher of Omnia,
Firstly, I would like to congrat you on getting a student like Omnia who works
hard, always smiles with everyone and participates in all class activities.
Omnia is an excellent and ambitious student who always wants to be on top
of the distinguished students. she seems shy and does not talk much at the
beginning, but once she adjusts to your class, you will notice the opposite.
Always try not to have her sit next to her friends in class to ensure that she is
focusing on you and not talking to them.
Her speaking skills are excellent, but she speaks fluently and shares her
opinions smoothly without any stammer. Also, Omnia is good at writing with
proper grammar and spelling, but you may need to teach her some high-level
vocabulary to upgrade these skills. Moreover, Omnia faces a few difficulties in
her listening skills. ،kindly give her Extra duties and listening activities to
become at the forefront.
Once again, congratulations in advance for teaching this amazing pupil.
Best regards
Emhimmid
_______________________________________________
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Dear Student Omnia,
Spotting you in PCELT classes has made me enjoy the teaching profession
even more. It is rare to find an ambitious student of your generation who
works hard, so I salute you for that.
Keep fighting to reach your goal, but know your limits, you still have a lot to
accomplish. Learning is an endless journey.
Your speaking skill is excellent. I just would you to invest more time in
practicing the language. English is not only in the classroom. Practice with your
peers and online with English speakers. This greatly contributes to using
forgotten and unusual vocabulary.
Your listening skill is good at your level, just need extra practice and watch
different accents with different topics, this will elevate your comprehension.
Reading helps you gain more vocabulary that you may need in the four skills. I
believe that reading and listening are two sides of the same coin in learning,
so I would like you to participate more in the class.
Although I believe you are better individually, I also think that you are very
useful in groups. Do not rely only on yourself to learn, ask, discuss and share
as it is said that “two heads are better than one”.
best wishes
EMHIIMMID_Algazairi
41
Extended Reflection on Teaching
Name: EMHIMMID ELSNOASI
Think about the lesson you taught. Look over the notes you got from your trainer and peers. Then
answer the following questions.
PART 1. THE CLASS AS A WHOLE
1. What were some of your stronger feelings throughout the lesson? (both positive and
puzzling!)
2. What are some of your (brief) initial thoughts after teaching the whole lesson?
It was fine, I really enjoy it even I made some mistakes, but I am satisfied at least I learnt
something new, and I applied on my teaching technique.
3. What was your (SMART) student-learning objective for this lesson?

By the end of the lesson students will be able
Use a group of vocabulary and some idioms related to travelling (backpacker, flashpacker,
hitchhiker, sightseer, commuter, foodie, wayfarer, roadie vlogger, gap year, bird of passage, to
get itchy feet, to be bitten by the travel bug)
To Describe the type of travel they prefer and discuss the advantages and disadvantages of the
types of travelers.
In a group conversation and making travelling plan.
4. ASSESS: How well did your students achieve the objective? Completely? Partially? Or not at
all? Describe specific detailed examples of your students’ behavior to support your answer.
I can say that the objectives were mostly achieved. In the last stage which students were able to
use the target language. For example, two students were sharing opinion about different type of
travelling, He said I would love to be a backpacker and she said I don’t want to travel on budget so
I want to be a flashpacker. And also, another student said, I can’t be commuter because I don’t
think it’s easy to work out of the city and travel daily to work and home.
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PART 2. SIGNIFICANT MOMENTS: WHAT WORKED WELL
5. NAME: Identify one significant moment that went well. Write a few words to identify it,
such as “the vocabulary review,” or “the pair work practice.”
pair work in the fluently use stage
6. DESCRIBE: Provide a detailed description of what happened in the part of the lesson you
named in Question 5 above. Describe what you did and what the students did. Try to
describe the group as a whole, and individual students.
When I started exploring vocabularies with the students, I asked them what type of travel they
prefer to elicit the target language. I gave them an example of my experience. The students
started interacting with the lesson and provided some words related to the topic, as I remember
Abdul Karim said “Foodie” and it is one of the vocabularies of the target language.
7. INTERPRET: Read through the description you wrote for Question 6. Considering what you
know about teaching and learning and what you observed in the lesson, what (specifically)
helped learning in this moment?
In the Encountering stage, some of the students did not interact with the question you asked.
Describing my own experience helped me engage all the students to give different suggestions
including target language eg "foodie and vlogger".
8. GENERALIZE: In general, based on what you wrote in questions 1 to 7 above, what do you
believe helps language learning.
Giving examples and models helps students to share their opinions and provide different
suggestions related to the target language by talking about their past experiences.
9. PLAN SMART ACTION: Think about everything you wrote above. Write an action plan for
what you will do in future lessons (remember – your action should be Specific, Measurable,
Achievable, Relevant and Time Bound).
In my future lessons,
I will use modelling and example in the encountering stage to engage the students in the class.
I will involve the students in the lesson to minimize TTT.
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PART 3. SIGNIFICANT MOMENTS: SOMETHING THAT DIDN’T GO WELL/A ‘PUZZLE’
10. NAME: Looking back at the lesson again, identify one significant part of the lesson that
didn’t seem to go well, or that puzzled you. Write a few words to identify it.
Two vocabs were missed in the Encountering stage.
11. DESCRIBE: Provide a detailed description of what happened in the part of the lesson you
named in Question 10 above. Describe what you did and what the students did. Try to
describe the group as a whole, and individual students.
In the lesson plan, there was a list of vocabulary for “types of travelers”.
In the Encountering stage. I forgot to give them two vocabularies that are present in the target
language, which affected the Remember stage which there was a fill-in-the-gaps activity. The
students had difficulty answering two questions from the exercise.
12. INTERPRET: Read through the description you wrote in Question 11 above. Considering
what you know about teaching and learning and what you observed in the lesson, what may
have hindered learning in this moment?
Without following the lesson plan it may negatively affect the target language. Neglecting some
steps may hinder the next stages in the lesson plan and may end up not achieving the lesson
objectives.
13. GENERALIZE: In general, based on what you wrote in questions 10 to 12 above, what do you
believe helps language learning.
Teachers should prepare the lesson well and write a list of the target language as a reference for
the teacher, it helps avoid forgetting the required tasks.
14. PLAN SMART ACTION: Think about everything you wrote in questions 10-13 above. Write an
action plan for what you will do in future lessons (remember – your action should be
Specific, Measurable, Achievable, Relevant and Time Bound.)
In my lessons,
I will not rely on my memory to provide the target language.
I will prepare the lesson plan carefully and focus on all the steps.
I will highlight the important tasks and write them down as a reference to check all the steps.
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PART 4. REFLECTION SUMMARY
15. SUMMARY STATEMENT: What did you learn by doing this reflection? What is most
important to you from this teaching/reflecting experience?
I have learned from this experience that the teaching process should be prepared in advance
followed by a woven plan and that the teacher should speak less of the students than is usual in a
traditional classroom.
It is also important to use ISCQs, CCQs and TPS and give clear instructions before handing over the
worksheet. These techniques help the teacher to achieve the target language with flexibility
without obstacles (less effort and more positive results).
Furthermore, Reflection Sessions are a mirror for assessing what you did in the lesson and
discovering weaknesses to address and what strengths to develop. That makes the teacher eager
to develop from the method by discovering the situations of the previous lesson.
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Extended Reflection on Teaching: Feedback
Participant Name: Emhimmid.

Competencies: Reflection
O = Observed; N = Not Observed; P = Partially
Focus Your Reflection on Learning &

O or N Additional Comment if N
Learn through the Reflective Cycle
1. Identify strengths, challenges and issues in a O
lesson (planning and teaching)
2. Identify whether lesson or activity objectives O You managed to provide details
were achieved, providing examples of student from your students interactions.
behavior
3. Describe details from the classroom: student N The description for both key
(individual and group) behavior, teacher moments lacks details.
behavior, materials and the class
environment
4. Offer interpretations of how specific events in N Most of your interpretations can

the class may have affected student learning be considered as generalizations.
do not cover
5. Come up with generalizations and theories Some generalizations were broad
about student learning that are linked to N and not related to any descriptions
specific events or experiences in a lesson you provided.
Some of Your plan actions were
6. Plan specific actions for future lessons based
N SMART and some are not related
on experience in a lesson
to any descriptions.
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Trainer Comments/Summary:
Dear Emhimmid,
Thank you for the insights and hard work you put into your extended reflection this week. I really
enjoyed reading and commenting on all the learning that teaching and observing has brought. I hope
that this assignment has provided even more learning as well.
In terms of your DIGPA, you managed provide a clear SMART objective that clearly measures
your students’ learning as you also mentioned very much details of student’ interactions relating to
the achievement of the objective. I noticed you selected more than one helping moment, you need
to choose only one and provide more details. In addition, the description for the hindering moment
was briefly mentioned.
I was able to find very broad interpretation for both moments. You didn’t explain what could
potentially help or hindered the learning process for both moments. Moreover, as each description
must be followed with an interpretation, also each interpretation must be followed by a generalization
that directly springs from that interpretation.
I would like you to consider some of the questions and comments I’ve posed in order to go
deeper into the reflective process in this assignment by writing an addendum or resubmission. In
the addendum we would like you to:
1. Choose one key moment that helped learning.

2. For both moments, add extra details to the descriptions you provided as some specific names and
types of interactions.
3. Ensure that each description is followed by an interpretation that springs from that description and
both are followed by a generalization that is based on your beliefs.
4. Check that your action plans are SMART and spring directly from the connected generalizations
stated. The same theme or topic should run through each of your reflections.
If any questions come up as to what the assignment is, please come and talk to me so I can
clarify your doubts.
Please submit this addendum by Monday evening. You can add the ideas in the same document, but in
a different color. This should give you enough time to work on your next lesson plan and your
portfolio.
Mahdi
47
PCELT Observed Teaching Record
Type of lesson taught

Teaching time
Session Date Content taught (Integrated Speaking,
(# of minutes)
Integrated Listening, etc..)
Teaching group
1 06th/Sep/22 10 Breaking Eyes Activity
2 11th/Sep/22 40 Type of Travelers Integrated speaking/vocabs
3 15th/Sep/22 37 Passive Voice Present Perfect Integrated speaking/grammar
4 21st/Sep/22 37 Try Everything “Shakira’s song” Integrated speaking/ listening
5 27th/Sep/22 27 My working Day Integrated speaking/lreading
Each participant is required to teach six observed lessons to be eligible for the PCELT
Certificate.
Participant signature______________________________ Date_____________
Trainer signature_________________________________ Date_____________
48
My Three Favorite Plan Teaching
Name: EMHIMMID ELSANOSI Date: Sep 11th Length of lesson: 40 mins
Level intermediate
Teaching action points
(Copy the action points from your last practice teaching session & say how you will achieve it)
1. I will give a clear instructions

What are you teaching?
Vocabularies related to travel
Language skills – circle the primary skill you will teach and underline others students will use
to help them learn
Speaking Listening Reading Writing Grammar Lexis Pronunciation
Objectives
Be specific and describe observable student behaviors, which you will be able to see in class.
By the end of the lesson, students will be able
Use a group of vocabulary and some idioms related to travelling (backpacker, flashpacker,
hitchhiker, sightseer, commuter, foodie, wayfarer, roadie vlogger, gap year, bird of passage, to
get itchy feet, to be bitten by the travel bug)
to Describe the type of travel they prefer and discuss the advantages and disadvantages of the
types of travelers.
In a group conversation
English for Global Communication
State specifically how what students are learning today may help them effectively use English in
real life
Students will be able to determine different activities of travelers and make a travel plan.
Preliminary considerations:
What vocabulary/grammar/information/skills do your students already know in relation to today’s

lesson?
49
What aspects of the lesson do you anticipate How will you avoid and/or address each of
your students might find these problem areas?
challenging/difficult?
When the vocabularies are listed, the students I will add additional words to ensure that the
are expected to know them lesson ends with new knowledge outputs
Some students may not know the exact Many scenarios and examples will be given to
meaning of a word illustrate the word and describe it with
activities related to the word
50
Interactio Material
Stage/ Purpose
Procedure/Steps: Describe the essence of the activity n s
Time needed/
T→S
What will the Teacher say/do? What will the Ss hopefully say and do?
S↔S; S-S-S VAKT
T→S
1- T will show a video and then ask the students: Who loves
travelling?
Introduction
Video
4m
/ Ice breaker
2- T will ask why and Ss share Why whether YES OR NO. S→T/S
1- T will ask about types of travelers they are.
T/S→S
1st worksheet
Encounter / 2- T will mention a group of types of travelers, starting with a
11m Clarify description of himself and then some scenarios, making the
students guess the meaning and write them on the board
3- T will ask Ss repeat after him to pronounce the words in group.
1- T will give the students a worksheet with questions to fill in
2nd worksheet
S↔S
the gaps to help them remember the meanings of the words.
6m Remember
2- T will make sure the answers are correct and.
3- T will give the Ss a booklet of words for meanings as a T↔S
reference for them.
3rd worksheet
6m Internalize 1- Ss will take a randomly written word from the lottery box to S↔T↔S
share their opinion in pairs
1
1- T will put the students into groups to discuss the following
questions
- If you get itchy feet, which country would you like to travel to?
4th worksheet
- What kind of traveler are you?
11m Fluently Use S-S-S
- would you like to take a gap year after college?
- Do you usually get bitten by a travel bug on holidays?
- Talk about two types that you cannot travel with
2
‫‪HANDOUT‬‬
‫(‬ ‫‪) a person who travels with a backpack, usually not‬‬
‫‪spending very much money and staying in places that are not expensive‬‬ ‫ـ‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) similar way to a backpacker, but has more money to spend‬‬
‫‪money on hostels, meals, transport, etc.:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) someone who travels by getting free rides in someone‬‬

‫‪else's vehicle:‬‬ ‫ـــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) a person who‬‬

‫‪is visiting interesting places, especially on holiday:‬‬ ‫ــ‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) someone who regularly travels between work and home:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) a person who loves food and is very interested in‬‬
‫‪different types of food:‬‬ ‫ـــ‬
‫(‬ ‫‪) Who travel on foot‬‬

‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) Who works for travelling performers, especially moving,‬‬

‫‪arranging, taking care of their equipment.‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) Someone who makes vlogs (= short films that record‬‬
‫‪your thoughts, ideas, or opinions on a topic) and publishes them online:‬‬
‫(‬ ‫)‬
‫‪a year between leaving school and starting university that is usually spent‬‬
‫‪travelling or working.‬‬
‫(‬ ‫‪) to start to want to travel or do something different‬‬

‫(‬ ‫‪) a person who stays for only a short period of time in one‬‬
‫‪place, job, etc.:‬‬ ‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫(‬ ‫‪) kind of a cute way to say when someone begins to want‬‬
‫‪to travel. After the "bug" bites you, you will really want to travel.‬‬
‫‪3‬‬
‫‪© World Learning SIT Graduate Institute 2008‬‬
Second activity
❖ If you get itchy feet, which country would you like to travel
to?
❖ What kind of traveler are you?
❖ would you like to take a gap year after college?
❖ Do you usually get bitten by a travel bug on holidays?
❖ Talk about two types that you cannot travel with?
4
Trainers' observation notes
Observation Task: Lessons 1 to 2
Observer Name: Mahdi_Mftah___________________________________ Date: Aug 13th, 2022____________
Teacher: _Emhimmid________________________ _______________ #Ss: 11____
During your observation, please note the following in your peers’ teaching.
1. What learning styles (visual, auditory, kinaesthetic, tactile) are the teachers appealing to? How do
students respond?
2. What learning strategies (writing things down, repeating, focusing on visuals) do you see learners using?
Time What the teacher does What the students do Comments/Thoughts
3:25 E greets Ss Regrouping the students is very

effective at this late time of the lesson
E asks Ss to sit in one large group.
Yet, how would you address that

E asks Ss to change places randomly.
differently?
E tells some students they’re TALKATIVE
E tells Ss, it’s the same topic.
It’s travelling.
E asks Ss, do you love travelling?
Ss say Yes.
E asks Ss, what kind of travelling do you love?
Ss provide answers.
5
Eliciting, helps students providing
different suggestions which activates
E tells Ss, this is our class for today.
their prior knowledge.
3:28 Again, E asks Ss, what type of travelling you like?
Expressing your own personal

anecdote encourages students to
E provides an example of himself.
practice the language.
E elicits the word, sightseer, by asking
What do you call the person who does

sightseeing?
Engaging students in addressing the

E asks one of the S to write it on the flip chart.
Target Language reduces your
E elicits other words. Teacher Talking Time and provides
more student-cantered class.
(foodie)
E asks S to write the word.
E tells Ss about his own experience with

travelling in Cambodia.
E refers to a famous blogger and elicits many

words about his job.
M asks Ss to write down the words on the flip

chart.
6
E keeps eliciting words and asking Ss to write
them on the flip chart.
3:43 E tells Ss, let’s have an activity.
E passes the worksheet. What was the task for students to do?
How would they perform the activity?
E asks Ss to do the task in 2 minutes.
Individually or in pairs?
(NO instructions)
E tells Ss, they can work in pairs.

How would you check students’ comp
the task?
E asks Ss, done guys?
E asks Ss to share together.

(E removes the words)
E provided Ss with the answer key. E tells Ss to make it more difficult.
E didn’t provide the words
It’s a remember task.
3:49 E asks Ss to pick only one paper out of a box. Again, what is the task for the
students?
E asks Ss to Ss to discuss together in groups.
3:52 E can we jump to another group? Emhimmid, providing instructions is

very important to perform the task.
E asks Ss to discuss the questions.
Otherwise, what would the students
be doing?
E provides the paper slips.
Ss discuss the questions.
7
E tells Ss they have another minute to discuss.
E invites one S from each group to provide

their ideas.
E asks Some follow-up questions.
E ends the lesson.
4:00
8
Strengths Areas for Growth
• Clarifying and addressing the • Setting a clear task for students in

different aspects of the Target each stage by providing clear
Language in a communicative instructions before starting the task.
manner.
• Sequencing activities so that they
• Providing your student with moved from remembering to more
opportunities to encounter and fluent use of the target language –
clarify aspects of the language according to the ECRIF framework.
through an active task where they
were able to use their background
knowledge. • Providing clear instructions in the
fluent use activities
• Setting time limit for each stage in

order to lead through a freer use of
the Target Language.
Action Plans for Next Practice Teaching:
• I will give clear instructions and use ICQs and Modelling.
• I will not use direct questions to check with Ss like “is that clear”
9
10
11
12
13
Why did I choose this lesson?
It was my first experience with tires working effectively outside of traditional
methods. Although I was nervous at first, I was excited at the same time. This
lesson is unforgettable, for me it was the first stop at the beginning of the
journey of transformation for the better.
14
Name: EMHIMMID Date: 21st /Se[/2022 Length of lesson: 30 mins
Teaching action points
(Copy the action points from your last practice teaching session & say how you will achieve it)
1. I will use ICQs with clear giving instruction and modeling if it is possible (avoiding direct Q
like “is that clear, understood..etc.”)
2. I will Choose TL which is up or at least at same Students’ level.
What are you teaching?
Language points – (List the specific vocabulary; grammar points – form meaning and use;
pronunciation point; specific phrases; cultural point you will teach)
Culture (about/how/why/oneself)
Language skills – circle the primary skill you will teach and underline others students will use
to help them learn
Speaking Listening Reading Writing Grammar Lexis Pronunciation
Objectives
Be specific and describe observable student behaviors, which you will be able to see in class.
By the end of the lesson, students will be able to
SWBAT demonstrate understanding /Organize the lyrics of a Shakira ‘s song “Try everything”
then discuss about things Ss do when they fail to achieve gools.
by Making segments in correct order to make since of the sentences and phrases.
English for Global Communication
State specifically how what students are learning today may help them effectively use English in
real life
Talk about their traits using some phrases and sentences related to the song.
Preliminary considerations:
15
What vocabulary/grammar/information/skills do your students already know in relation to today’s
lesson?
What aspects of the lesson do you anticipate How will you avoid and/or address each of
your students might find challenging/difficult? these problem areas?
Ss may not understand the first activity in the Modeling

During listening
Some Ss may know the song They will be asking to describe the movie of the
song.
16
Interac Materi
Stage/ Procedure/Steps: Describe the essence of the activity tion als
Tim Purpose needed
T→S
e /
What will the Teacher say/do? What will the Ss hopefully say and do? S↔S;
S-S-S VAKT
https://www.youtube.com/watch?v=JiOLA5N0tRU
Pre-Listening:
1. T will tell Ss they will listen to a song.
2. T will before listening to the song play a video of a little girl is

To predict
try many times to stand on a chair by jumping.
T-S↔S
5 min
video
PRE
- https://www.youtube.com/watch?v=JZRi7Tf6Ux0
3. T will give instruction of the activity.
4. by using TPS T will ask student to think for 30 second about the
video. Even though this activity will be individually in the
beginning, students will be in pairs allowed to describe what
they watched trying to guess what the song will be about.
5. T will whisper the name of the song, then this S will whisper it
to the second and to the second to next, up to the last.
6. Ss will share what they hear
17
During Listening:
T will give instruction of the activity before give SS the Handout also
ICQs will be asked.
1. T will ask Ss to listen and think how the song is related with the
previous video.
2. Ss will Listen to the song and share in pairs What message does
this song leave them?
3. Have a conversation with the whole class, sharing ideas and
opinions.
4. Listen again and pick negative and positive sentences
To listen for gist/the general idea;
(meaning) not form during listening (T will answer first one as a

to outline; to listen for details
model) using TPS. With ICQs:

a. Are we going to pick +/- forms?
HANDOUT + VIDEO
b. Are we going to write whole the song?
min
During
S↔S
T→S
20
Positive sentences negative sentences

- I messed
- I'll just
up tonight
start again
- I lost
- I always get
another
up
fight
- I won't give
- Lost to
up
myself
5. T will give instruction of next activity before give SS the Handout also
ICQs will be asked
6. In two minutes Ss will listen and make in order the parts of the
sentences or phrases of the lyrics using TPS with following
ICQs:
a. Will we write anything?
b. Do we need to speak?
(refer to the worksheet) When checking, get Ss to
“combine” sounds (but I'll just start again
20 min
= I will just start

I will not give in until… = I won't give in 'til.. , etc. Pairs read together)
18
POST Listening:
Have a discussion about what do students do when they fail to achieve

something?
: Using think-pair-share.
1. T will give instruction of the activity before give SS the Handout also
ICQs will be asked
2. Ss will work induvial in a minute write a short description

to personalize
about themselves.
To expand.
5 min
POST
S-S-S
3. Ss will work in pairs 2 minutes share their ideas by following
model:
A: “Are you a stoppable person to achieve your goal?
What do you do when you fail to do something?
B: " When I fail to do something, I often try again and again

until I achieve it.
When I fail to do something, I usually ask someone for help...
When I fail to do something, I usually don't.......

c) Mini pronunciation lesson on linking and reduce speech.
“falling down " → /fallin’/ g // sound dropped
"I wanna try” → /wanna/ linked.
“'til I reach the end" → /’till/ un // sound dropped.
19
Handout PT2
Put these segments in order

Birds don't just fly. They fall down and get up
I messed up tonight. I lost another fight
I always get up now to see what's next
I wanna try everything. I wanna try even though I could fail
Nobody learns without getting it wrong
Lost to myself, but I'll just start again
I won't give up. No, I won't give in 'til I reach the end
And then I'll start again. No, I won't leave
I keep falling down. I keep on hitting the ground

‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
Put these segments in order
Birds don't just fly. They fall down and get up
I messed up tonight. I lost another fight
I always get up now to see what's next
I wanna try everything. I wanna try even though I could fail
Nobody learns without getting it wrong
Lost to myself, but I'll just start again
I won't give up. No, I won't give in 'til I reach the end
And then I'll start again. No, I won't leave
I keep falling down. I keep on hitting the ground

B: " When I fail to do something, I often try again and again until I achieve it.
20
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
21
Observation Task: Lessons 3 to 6
Observer Name: Mahdi Mftah___________ __________________ Date: Sep 21st, 2022_____
Teacher: _Emhimmid_________________________________________________________ #Ss_19___
During your observation, please note the following in your peers’ teaching.
1. What ways do you see teachers checking students’ comprehension of instructions, vocabulary, concepts?
2. What strategies do the teachers use to help students understand? (writing on the board? visuals? repetition?)
3. What are the different dynamics used in the class (T; T-S; S-S; S-S-S, etc.) and for how long? What happens?
Time What the teacher does What the students do Comments/Thoughts
2:36 E sets the class into U-shape. Changing the class seating and
regrouping them seem very much
E asks some Ss to change their seats.
necessary as they were sitting very
close to each other.
E greets Ss.
E asks Ss to be quiet.
E tells Ss, they’ll listen to a song.
E tells Ss to watch a video.
I want you to watch it and think about

it.
Asking more specific questions
would lead students to better
chances of discussing the task. I
(What is the question for the video?) might suggest,
1. What is the girl trying to

E plays the video.
do?
(TOO Loud). 2. What was her father
doing? Why?
(a motivational video was provided)
Why weren’t the questions

E asks Ss, what do you think the girl is provided BEFORE the task?
doing?
Ss answer.
E asks, did she manage to do it?
Ss provide some answers.
E asks Ss to work in pairs.
Think about the girl.
22
What did she do? Accepting different answers at this
stage is recommended as the aim is
fluency rather than accuracy.
Ss discuss.
E rings the bell.
E asks Ss to share answers.
2:41 E we will listen to the song.
E, I want you to think about the relation I might suggest asking students
between the song and the video. specific ICQ’s to make sure all
students are aware of the
question.
E plays the recording for the 1st time.
E stays next to the screen.

Varying the style of checking
E asks Ss to discuss in groups of fours. provides students with a chance to
practice the text.
E asks (new students to change their

seats) Also, the new students were sitting
next to each other and weren’t
able to get the ideas.
E asks Ss to discuss in groups of 4s and
3s.
Students are only checking their

E asks Ss, are we gonna write anything?
answers, why would they provided
with ICQ’s?
Think about the relations between the

song and the video.
E asks Ss randomly for their answers.
E asks Ss, make a title for the video.
Ss, say don’t give up.
E asks Ss, does anyone know the song?
Ayat says I know the movie.
E asks her to tell the story.
23
It provided student with a chance
to share their knowledge about the
text.
2:47 E tells Ss they’ll play a game. This task provided a chance to

address students with different
learning styles.
I will say the song to Abdul Karim.
You have to tell the others up to the last

Where would you ask this question
person.
in a different stage of the lesson?
NO, ICQ’s.
Also, I might be a bit concerned
Ss take too much time to do the task. about the time.
E keeps asking them to do it quickly.
( TOOK 4 Minutes)
2:51 E tells Ss, we will listen to the song I would rather provide students
again. with a model to check the
difference between (Form vs
E asks Ss to work in pairs.
Meaning) as it is an essential part
Pick negative and positive form. of the task.
Not meaning.
ICQ’s are always effective tools of
checking our instructions. However,
E, we will work? why would students do a listening
Ss say in pairs. task in pairs?
We will write?
Ss, say negative and positive form.
E plays the recording for the 2nd, time. This is the first listening for specific
information task, Don’t you think
that students would need a chance
E sits down. to check?
E stops the recording.
E asks Ss to share answers as a group.
E asks Ss immediately.
E confirms answers.
24
2:57 E asks Ss to listen and put the sentences Demonstrating serves as good
in order. model for students to follow.
E demonstrates with the worksheet.
E asks Ss,
Are we gonna write anything?
Are we gonna work in pairs?
E passes the worksheet.
E gives Ss sometime to read the Providing students with some time

sentences. to read the questions helps them to
better understand the task.
One S asks for 30 seconds.
E, no no no. we’ll start.
E plays the recording for the 3rd, time.
E stands next to the screen.

Again, this is the listening for more
specific information task, Don’t you
E stops the recording and asks Ss think that students would need a
immediately to check together. chance to check?
E calls Ss randomly.
E checks with all students before

confirming.
I might suggest providing the

Ss have some disputes about the order answer key on the screen at the end
of the sentences. of the task.
E had to double-check.
3:02 E, let’s have a discussion. I might suggest providing the

questions on the screen so
E puts Ss into groups of 3s and 4s.
students can refer back to them
when needed.
25
E asks Ss,
1. What do you do if you fail to do

something?
2. !?
Modelling your own answer helps
students to think about their own.
(couldn’t manage to get the second
question and I had to check the lesson
plan).
E provides his own answers.
E says you have 2 minutes.
Ss work together.
E monitors.
E rings the bell.
E asks Ss to share.
Ss share answers
E ends the lesson.
3:07
26
Strengths Areas for Growth
- A clear PDP structure that meets the criteria for

each of the stages and where Ss are able to focus
on reading for a purpose. - Asking specific ICQs in order to check your
instructions and guide your students towards
smooth performance of the task.
- VAKTing your lesson in order to increase
kinaesthetic tasks for Ss to who benefit from
movement. - Varying interaction patterns so that Ss have
opportunities to communicate with peers and
- Varying the way of checking and by regrouping promote equal engagement. Promoting S-S
students at different stages of the lesson. interaction.
- Including new comers and providing them with - Providing students with chance to check and
equal chances to keep up with other students. confirm their answers during specific and more
specific tasks.
- Providing the students with a chance to focus on
more general and then deeper understanding.
Action Plans for Next Practice Teaching:
27
28
29
30
31
Why did I choose this lesson?
The lesson was fun. We listened to a song and used some activities according to
the ECRIF framework
In this lesson, I corrected my previous mistakes and began to apply the steps and
stages of the model well. This lesson motivated me a lot when I saw the enthusiasm
of the students in the class and the reactions of my colleagues in the Feedback
session.
32
33

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Professional Certificate in English

PECLTer: EMHIMMID ELSANOSI EMHIMMID ALGAZAIRI

Supervisor: MAHDI MIFTAH

DATE: 04TH /Sep/2022 – 29th /Sep/2022

© World Learning SIT Graduate Institute 2012

expand my skills and gain knowledge in teaching frameworks, methodologies, and

traditional to professional teaching. PCELT creates a learning environment to study

experience to understand all the needs of the learning process.

In this program, my perspective on teaching has changed dramatically. I have learned

methodologies. In a more precise sense, PCELT focused on making the trainee

it expanded my horizon more. It created a family atmosphere, in which we give

I have always found it difficult to do activities in class with my students. At PCELT, I

to depend on my skills to explain lessons without using teaching techniques or

materials to facilitate delivering information. My method was closer to the traditional

non-existent in the fluency stage.

my teaching to ensure the implementation of the learning process at every stage.

How is the Record Book used?

1. At the start of the course

Requirements Initials Mid Final

1. Attend all course sessions and make up all missed work EI Y

2. Participate actively, respectfully, supportively and

4. Plan and teach all lessons, as scheduled (6 lessons/participant) N

5. Demonstrate mastery of English so as to be credible teaching

Trainer comments (required for any N marks):

Participant comments (optional):

Number designation/ which means…

(UCUS) • Plan: I’m not sure what this is or what it involves.

o Competency Area 1: Planning for a Learning-centered Lesson

B. B. Detail the Steps of a lesson Beg Mid End

1. Detail student interaction patterns and other class configurations

7. Support peers’ planning, constructively and respectfully CBMS CBMC

1. Integrated skills lesson with a central focus on a productive skill: stage

o Competency Area 2: Teaching a Learning-centered Lesson

A. Interact with Students Beg Mid End

B. Manage Activities and Materials Beg Mid End

1. Efficiently set up a variety of class configurations to maximize student

C. Focus on Target Language and Texts Beg Mid End

D. Move toward Objectives Beg Mid End

o Competency Area 3: Reflecting on Planning and Teaching

A. Focus Your Reflection Beg Mid End

B. Learn Through The Reflective Cycle Beg Mid End

C. Work in Community Beg Mid End

MID-COURSE Comments (Trainer)

Areas for growth:

We have read and agree with the above comments.

Trainer Signature: Mahdi Mftah Date: Sep - 18th – 2022

We have read and agree with the above comments.

Participant Signature: Date:

Trainer Signature: Date:

A Framework for 1. Give a brief summary of the

theory is divided into different stages.

• Concrete Experience (CE):

• Observation & Reflection (OR):

• Formation of abstract concept and generalizations (AC):

concept to create a new and different theory.

• Testing of Implications of concepts in new situations (AE):

new experience will arise from the previous Concrete experience.

concrete experience to the creation of new knowledge.

different tendencies of individuals in learning styles.

2- The theory allows the learner to increase learners’ awareness of alternative

approaches and to meet the diverse requirements of each experiential

teaching effectively. However, some things cannot be taught by experiential learning

due to a few hands-on demonstrations that can be applied to help students

sustenance, as many educational centers suffer from a lack of capabilities to provide