PJS - Proulex

PROULEX EDITION
MEGA
PJS PROULEX JUNIORS SECUNDARIA
PJS Manual
Contents
3
3
3
3
4
5
5
5
6
8
8
9
2
PJS PROULEX JUNIORS SECUNDARIA
1. PROULEX Juniors Secundaria (PJS) 2. General objectives
3. Teacher profile
4. Student profile
5. Discipline
6. Methodology
7. Materials
8. Exams content
9. Daily planners
10. Grading criteria
11. Administration of exams and assessments
12. Forms
PJS Manual
1.
PROULEX Juniors Secundaria (PJS) is for
adolescents who are 11 to 14 years old. The program
consists of twelve 40-hour levels, and the courses are
semi-intensive with three options:
•
•
•
Calendar A: Mondays and Wednesdays
Calendar B: Tuesdays and Thursdays
Saturdays
2.
General objectives
Students finishing this program will have developed skills
and micro skills that will assure the achievement of the
following goals.
•
•
•
•
•
Students should be able to listen to and
understand vocabulary, phrases, expressions,
questions and conversations related to a variety
of topics that are relevant to them, and that take
place in a variety of familiar contexts: school,
leisure time, and traveling, among others.
They should be able to communicate fluently and
accurately at an intermediate level with English
speaking people in common everyday situations
that require spontaneous interaction and exchange
of information.
They will be able to ask for and give information
about familiar topics in different situations and
contexts, and they will be able to express personal
opinions.
Students should be able to read and understand
both short and long texts of different kind: articles,
messages, letters, notes, forms, and signs that are
at their level of proficiency or a little higher.
They should be able to write single words, notes,
brief messages, paragraphs and letters in order to
provide or express information related to contexts,
topics and situations familiar and relevant to
them.
4.
Student profile
Adolescent students come from different socio-cultural
and educational backgrounds. They come from lower
middle class and higher middle class, so some of them go
to public junior high schools, while others go to private
schools. English is part of the curriculum in both type of
schools, but the number of contact hours, the materials
and the methodology are very likely to vary. Therefore,
students’ prior knowledge of English varies. There might
be true and false beginners, and sometimes it is necessary
to administer a placement test.
Generally speaking, all students are sent by their parents
(they are forced to come). Nevertheless, adolescents are
aware of the generalized need to learn English, thus most
of them have instrumental motivation, and if they have a
good experience at PROULEX, their motivation becomes
integrative. PROULEX teachers’ personality, methodology,
and classroom management practices have an important
role here. They can have a positive impact on those
adolescents who join PROULEX with little motivation and
a negative attitude towards the language due to their
previous English learning experiences.
Students’ most common interests are technology, music,
movies, sports, famous people, internet, television,
fashion, video games, and food. Additionally, one of
the aspects students enjoy the most about PROULEX is
the opportunity to make new friends. For that reason,
teacher’s ability to establish a good rapport not only with
students, but among students is very valuable.
enjoys teaching, has a very good command of the English
language and training in ELT. Specific training in teaching
children and adolescents and previous experience with the
target age groups are preferable and highly recommended.
A teacher from the juniors program should be responsible,
cooperative, creative, patient, have good classroom
management skills, and be willing to work on his/
her professional development. Therefore, PROULEX
encourages teachers to attend seminars, conventions and/
or courses related to language teaching, and it provides
teachers with in-service training.
3
PJS PROULEX JUNIORS SECUNDARIA
3.
Teacher profile
A teacher from the Juniors Program is a person who
PJS Manual
necessary that teachers establish a discipline contract with
their new groups of students. These need to be involved
in the contract design as to avoid imposing rules and to
promote a positive and cooperative attitude towards the
contract. Below is a list of standard PROULEX rules and
their consequences.
In all cases teachers need to explain the meaning of the
rules, make sure students understand what they mean and
explain the reasons for each rule to their students. In the
rules below, each number indicates the action to be taken
each time the inappropriate behavior is repeated by the
same student.
a. Eat / drink outside the classroom (not in class)
1. Reminder: Ask student to put the food/drink away.
2. Confiscate: Take the food/drink away and return it when going to break or after class.
3. Throw away: Have the student throw his/her food/
drink away.
b. Always keep cell phones or any other gadget in your
bags during class iPods, magazines, PSPs, etc. are
examples of objects considered in this rule.
1. Reminder: Ask student to put his/her stuff away.
2. Confiscate: Take the gadget away and return it when going to break or after class.
3. Confiscate: Take the gadget to coordination. The student and his/her parent have to pick it up there.
c. Respect classmates and teacher.
Some common misbehavior is fooling around,
distracting others, getting off task, not paying attention
to teacher, taking or hiding belongings from their
owners, etc.
1. Reminder: Ask student to apologize, give things
back or get back to work, depending
on the situation.
2. Warning: Move student to a different place. During break or after class, talk to student to make him/her aware of his/her behavior and
why it is not appropriate. In addition,
you could keep student from participating in
a game due to his/her behavior or write his/her name up on the board.
At the end of the class, students whose name is on the board will have extra homework, which will count for the final grade.
3. Academic coordination: Take student to coordination to discuss why his/her behavior is not acceptable
and what we expect of him/her.
4. Parents: Send a note for parents requesting to talk to them or have coordination (or somebody else)
call parents for you.
d. Use English in class.
We can be flexible, depending on students’ level and
important needs to communicate something. In other
words, the consequences can be considered when
students speak Spanish unnecessarily.
1. Reminder or: Do not answer questions in L1. / Have students monitor each other’s use of L1 / Praise students who do speak English.
2. Warning: Talk (again) about the reasons for the use of English.
3. Board: Write student’s name up on the board.
If he/she reduces the use of L1 and makes
an effort to practice what he/she
knows in L2, erase the name by
the end of the class. If not, assign any extra homework you consider relevant and useful for the student. Not doing this extra homework will affect student’s grade negatively.
4. Academic coordination: Take student to coordination to talk about the reasons for this rule and how the student can benefit from trying to use English.
OTHER OPTIONS:
Teachers may add other rules depending on the groups
they get or what they consider important, for example:
arriving on time. The list of rules should be kept short,
and it is highly recommended to discuss it with Academic
Coordination in advance.
In the case of more disrespectful behavior or serious
offenses, we can use different consequences depending
on each situation, and those need to be also discussed by
Academic Coordination and the principal from the school.
AVOID:
• Penalties with involve bringing money, candy,
cookies, food, etc.
• Punishments such as making the student stand
up in a corner or in the middle of the classroom
or having the student write a sentence down a
hundred times.
• Having students who are eating or drinking in
class share their food or drink with others.
• Deducting points for using Spanish. This is not
part of the grading criteria.
• Sending PJ students out of the classroom (by
themselves).
4
PJS PROULEX JUNIORS SECUNDARIA
5.
Discipline
In order to favor good discipline in the classroom it is
PJS Manual
6.
Methodology
8.
Exams content
We use a combination of the Communicative Approach and
The table below indicates the units to be covered for both
the PPP model (Presentation – Practice – Production). The
Communicative Approach consists of presenting language
in context and implementing activities that simulate real
life situations and promote real exchange of information,
thus communication. The initial focus is on meaning and
use, which helps make the language relevant. Then,
students work with controlled and semi-controlled practice
activities to get acquainted with language patterns, which
involve a focus on form.
The four skills of the language (speaking, listening,
reading, and writing) are integrated into the courses,
so that the students develop these in a balanced way
throughout the program. For that reason, teachers should
provide students with enough opportunities to practice
and work with both receptive and productive skills, so as
to achieve the linguistic objectives from each course.
The materials include projects and songs, and teachers
may also incorporate games and video to add variety
to the lessons and help students practice their English
in interesting and enjoyable ways. In the case of video
sessions, these need to be planned in advanced and
authorized by academic coordination.
midterm and final exams in all levels.
Level
Midterm exam
Final exam
1
Unit 1-3
Unit 4-6
2
Unit 1-3
Unit 4-6
3
Unit 1-4
Unit 5-7
4
Unit 1-4
Unit 5-7
5
Unit 1-4
Unit 5-7
6
Unit 1-4
Unit 5-7
7
Unit 1-3
Unit 4-5
8
Unit 1-2
Unit 3-4
9
Unit 1-2
Unit 3-4
10
Unit 1-2
Unit 3-4
11
Unit 1-2
Unit 3-4
12
Unit 1-2
Unit 3-4
Teachers are expected to adapt their teaching to the age
and overall characteristics of each group of students, trying
to always personalize the language.
7.
Materials
This program uses a special PROULEX edition of the series
Mega Goal by McGraw-Hill. The series includes:
Teacher’s guide
Student book
Workbook
Audio program
Student CDs
Online Learning Center
5
PJS PROULEX JUNIORS SECUNDARIA
•
•
•
•
•
•
PJS Manual
9.
Daily planners
The daily planners vary according to the number of units
to be covered in each level. Following are the planners
corresponding to calendars A and B, which are followed by
those for Saturdays.
9.1
Calendars A and B
Levels 1 and 2
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1
Unit 1
Unit 1
Unit 2
Unit 2
Day 6
Day 7
Day 8
Day 9
Day 10
Unit 2
Unit 3
Unit 3
Unit 3
Review
Midterm exam
Unit 4
Day 11
Day 12
Day 13
Day 14
Day 15
Unit 4
Unit 4
Unit 5
Unit 5
Unit 5
Unit 6
Day 16
Day 17
Day 18
Day 19
Day 20
Unit 6
Reading assessment
Unit 6
Speaking assessment
Unit 6
Speaking assessment
Review
Final exam
Listening assessment
Final grades
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1
Unit 1
Unit 1
Unit 2
Unit 2
Unit 3
Day 6
Day 7
Day 8
Day 9
Day 10
Unit 3
Unit 3
Unit 4
Unit 4
Unit 4
Review
Midterm exam
Unit 5
Day 11
Day 12
Day 13
Day 14
Day 15
Unit 5
Unit 5
Unit 6
Unit 6
Unit 6
Unit 7
Day 16
Day 17
Day 18
Day 19
Day 20
Unit 7
Reading assessment
Unit 7
Speaking assessment
Unit 7
Speaking assessment
Review
Final exam
Listening assessment
Final grades
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1
Unit 1
Unit 1
Unit 2
Unit 2
Day 6
Day 7
Day 8
Day 9
Day 10
Unit 2
Unit 3
Unit 3
Unit 3
Review
Midterm exam
Day 11
Day 12
Day 13
Day 14
Day 15
Unit 4
Unit 4
Unit 4
Unit 5
Unit 5
Day 16
Day 17
Day 18
Day 19
Day 20
Unit 5
Reading assessment
Unit 5
Speaking assessment
Unit 5
Speaking assessment
Review
Final exam
Listening assessment
Final grades
Levels 3 to 6
6
PJS PROULEX JUNIORS SECUNDARIA
Level 7
PJS Manual
Levels 8 to 12
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1
Unit 1
Unit 1
Unit 1
Unit 2
Day 6
Day 7
Day 8
Day 9
Day 10
Unit 2
Unit 2
Unit 2
Review
Midterm exam
Unit 3
Day 11
Day 12
Day 13
Day 14
Day 15
Unit 3
Unit 3
Unit 3
Unit 4
Unit 4
Day 16
Day 17
Day 18
Day 19
Day 20
Review
Final exam
Listening assessment
Final grades
Unit 4
Unit 4
Unit 4
Reading assessment
Speaking assessment
Speaking assessment
9.2
Calendars Saturday
Levels 1 and 2
Day 1
Day 2
Day 3
Day 4
Unit 1
Unit 2
Unit 3
Review
Midterm exam
Unit 4
Day 5
Day 6
Day 7
Day 8
Unit 4
Unit 5
Unit 5
Reading assessment
Speaking assessment
Unit 6
Listening assessment
Speaking assessment
Unit 6
Review
Final exam
Final grades
Day 1
Day 2
Day 3
Day 4
Unit 1
Unit 2
Unit 2
Unit 3
Unit 3
Unit 4
Unit 4
Review
Midterm exam
Day 5
Day 6
Day 7
Day 8
Unit 5
Unit 6
Unit 6
Reading assessment
Speaking assessment
Unit 7
Listening assessment
Speaking assessment
Unit 7
Review
Final exam
Final grades
Day 1
Day 2
Day 3
Day 4
Unit 1
Unit 2
Unit 3
Review
Midterm exam
Unit 4
Day 5
Day 6
Day 7
Day 8
Unit 4
Unit 5
Reading assessment
Speaking assessment
Unit 5
Listening assessment
Speaking assessment
Review
Final exam
Final grades
Day 1
Day 2
Day 3
Day 4
Unit 1
Unit 1
Unit 2
Unit 2
Review
Midterm exam
Unit 3
Day 5
Day 6
Day 7
Day 8
Unit 3
Unit 4
Reading assessment
Speaking assessment
Unit 4
Listening assessment
Speaking assessment
Review
Final exam
Final grades
Levels 3 to 6
Levels 8 to 12
7
PJS PROULEX JUNIORS SECUNDARIA
Level 7
PJS Manual
The minimum passing grade is 80.
Midterm exam
20%
Final exam
20%
Reading assessment
10%
Listening assessment
10%
Portfolio
10%
Ongoing oral assessment
10%
Formal oral assessment
10%
Homework
10%
TOTAL
100%
10.1 Portfolio
The portfolio includes two pieces of written work that
students need to develop throughout the course. The
procedure for each piece of work is as follows.
1. Teacher assigns a written work and a due date. The
writing task needs to have a clear objective and is it is
pre-selected. It is marked in the book.
2. Students do their work and hand it in to the teacher.
3. Teacher gives formative feedback (comments on
presentation, content and task fulfillment) and marks
linguistic mistakes (grammar, vocabulary, spelling, and
punctuation) by using correction symbols that need to
be presented to students in advance.
4. Students rewrite and resubmit their piece of work.
5. Self-evaluation.
Presentation = 1 point
Clear handwriting (if not typed), clean, and organized
Task fulfillment = 2 points
Completeness of the task
Proof-reading and edition = 1 point
Corrected and improved after teacher’s feedback
(Feedback for first draft will be on presentation, task
fulfillment, content, and linguistic areas: grammar,
vocabulary, spelling and punctuation)
Submitted on due date = 1 point
Teacher may modify the score if he/she thinks it does not
cover all of the aspects mentioned above.
10.2 Ongoing oral assessment
This is formative assessment that is carried out throughout
the course. It focuses on attitude, cooperation, and
performance. That is, it assesses non-linguistic factors
that also have an impact on students’ performance when
working with speaking activities. By being formative, the
objective of this type of assessment is to help students
improve in the different areas it includes. The specific
guidelines and the corresponding form are available in
Academic Coordination.
11.
Administration of exams and assessments
Before
1. Request exam binder from the office before the class
begins.
2. Verify that the binder has enough exam copies for all
your students.
3. In the case of listening assessments, collect CD player,
as well.
4. Have students help you arrange chairs in a traditional
classroom seating arrangement.
5. Instruct students to put all their material away
(schoolbags, books, cell phones, etc.), except for a
pencil and an eraser. Wait until everybody has done so
before distributing the exam or assessment.
During
6. Hand out the exams.
7. Go over the instructions from each section in order to
clarify any possible question. If necessary, explain the
examples that might be included.
8. Ask students to be silent during the exam. Indicate
that cheating is penalized by invalidating the exam.
Trying to take photos or copying questions from the
exam to take them away may involve a more serious
disciplinary action.
9. Indicate students how much time they have to answer.
10. Take a proctor role.
11. If students finish the exam before the time is up, they
have to stay in the classroom. They need to continue
being silent, and cannot take out their books. They
may leave to go to the bathroom or drink water, but
students must come back to the classroom.
12. You can start marking the exams from the first three
students who finish. These marked exams can be used
as answer keys for you to mark the rest of the exams
at home.
After
13. Make sure you collect all the exams.
14. Return binder with exams in numerical order and the
answer key to the office right after class.
15. Handout results the following class.
16. Hold on to the answer sheets for the rest of the
course. Consult with your Academic Coordinator about
procedures at your site.
11.1 Allotted time for exams and assessments
Exam type
Duration
Midterm exam
1 hr
Final exam
1 hr
Reading assessment
30 min
Listening assessment
30 min
Formal oral assessment
2 hr
8
PJS PROULEX JUNIORS SECUNDARIA
10.
Grading criteria
Students are evaluated through the following elements.
PJS Manual
Midterm exam
M
Final exam
F
Reading assessment
R
Listening assessment
L
Portfolio
P
Ongoing oral assessment
OO
Formal oral assessment
FO
Homework
H
12.
Forms
There are several forms that teachers need to fill out
throughout each course. These are the following.
12. 1 Mandatory forms
1. Boleta de calificaciones (Report card)
Teachers record students’ performance throughout
the course, as well as their exam and assessment
grades. This form is in Spanish, because it is directed
to students’ parents who should sign it. Specific
guidelines to fill out the form are available in
Academic Coordination.
2. Homework record
This is for teachers to keep record of the homework
students do, because it is part of the grading criteria.
3. Ongoing oral assessment
As indicated above, this form is to record students’
performance during speaking activities throughout the
course. See 10.2.
4. Student management record
This is to record key characteristics of each student, so
that the following teacher gets information about his/
her group to be. The form is filled out at the end of the
course.
12.2 Forms to be used when necessary
1. Inasistencias (Absences)
It is to inform students they have reached the
maximum number of absences allowed per course.
The form is in Spanish, because it needs to be signed
by parents and given back to teachers.
2. Incumplimiento de tareas (Lack of homework notice)
In case there are students who constantly miss
homework, teachers need to notify parents through
this form. It is pasted in the students’ notebook.
3. Reporte (Warning)
It is for students who are very disruptive and have
not improved their behavior after being warned. It
can also be used when a student causes a serious
problem, even if it is the very first time. The form is in
Spanish, since it is directed to parents, who have to
sign it. It can be glued in the students’ notebook.
Optional form
1. Portfolio
It is to record grades from the students’ portfolio
tasks. It is optional, because the information is to be
recorded directly in the students’ book (last page).
9
PJS PROULEX JUNIORS SECUNDARIA
11.2 Key for recording grades on the attendance list