Contents
Contents
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3
Syllabus overview .......................................................................................................................................
6
Unit descriptions ......................................................................................................................................... 8
Unit 1 Learners and teachers and the teaching and learning context ................................................ 8
Unit 2 Language analysis and awareness ............................................................................................ 10
Unit 3 Language skills: reading, listening, speaking and writing ........................................................ 12
Unit 4 Planning and resources for different teaching contexts ............................................................ 15
Unit 5 Developing teaching skills and professionalism ...................................................................... 17
Course requirements and components of assessment.................................................................................... 19
The two components of assessment .................................................................................................... 19
Certificate grades ............................................................................................................................... 19
Component One: Teaching practice ............................................................................................................ 20
Planning and practising teaching ........................................................................................................ 20
Component Two: Classroom-related written assignments.............................................................................. 22
Introduction
Introduction
Certificate in Teaching English to Speakers of Other Languages (CELTA)
Target candidature
The Certificate in Teaching English to Speakers of Other Languages (CELTA) is an introductory course for
candidates who have little or no previous English Language teaching experience. It may also be suitable for
candidates with some experience but little previous training.
Course aims
The course enables candidates to
•
acquire essential subject knowledge and familiarity with the principles of effective teaching
•
acquire a range of practical skills for teaching English to adult learners
•
demonstrate their ability to apply their learning in a real teaching context
Candidates who complete the course successfully can begin working in a variety of ESOL teaching contexts
around the world.
Syllabus Overview
This document outlines the syllabus and assessment criteria for CELTA.
The following syllabus is a reflection of the pre-service entry point of prospective candidates and outlines both
the subject knowledge and the pedagogic knowledge and skills required for beginner ESOL teachers.
The syllabus consists of five units of learning that deal with specific topic areas in the teaching of ESOL.
•
Unit 1 Learners and teachers, and the teaching and learning context
•
Unit 2 Language analysis and awareness
•
Unit 3 Language skills: reading, listening, speaking and writing
•
Unit 4 Planning and resources for different teaching contexts
•
Unit 5 Developing teaching skills and professionalism
Units 1, 4 and 5 focus on the preparation and delivery of ESOL teaching programmes. Units 2 and 3 focus on
the content of ESOL teaching programmes as well as the pedagogic knowledge required for teaching language
and language skills.
Assessment overview
CELTA is awarded to candidates who have completed the course and who have met the assessment criteria for
all written and practical assignments.
The overall assessment aims for each unit are that candidates should be able to:
1.
assess learner needs, and plan and teach lessons which take account of learners’ backgrounds, learning
preferences and current needs
2.
demonstrate language knowledge and awareness and appropriate teaching strategies
3.
demonstrate knowledge about language skills and how they may be acquired
4.
plan and prepare lessons designed to develop their learners’ overall language competence
5.
demonstrate an appropriate range of teaching skills at this level and show professional awareness and
responsibility
Introduction
Introduction
There are two components, Component One: Planning and teaching and Component Two: Classroom-related
written assignments (of which there are four assignments in total).
CELTA is internally assessed and externally moderated by a Cambridge ESOL approved assessor who samples
portfolios and teaching practice and who discusses and agrees the grades for all candidates.
Table 1 outlines the relationship of the assessment aims to the assessed work
. Indicates a main assessment area
. indicates secondary assessment area
Table 1 Assessment grid
Component One:
Planning and Teaching
Component Two:
Classroom-related written assignments
Aim Lesson Plans Teaching Assignment 1 Assignment 2 Assignment 3 Assignment 4
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Table 2 Summarises the primary assessment tasks for each unit
Units Assessment
1. Learners and teachers, and the teaching and learning context
2. Language analysis and awareness
3. Language skills: reading, listening, speaking and writing
4. Planning and resources for different teaching contexts
5. Developing teaching skills and professionalism
Planning and teaching
Written assignment 1
Planning and teaching
Written assignment 2
Planning and teaching
Written assignment 3
Planning and teaching
Written assignment 4
Planning and teaching
Written assignment 4
Cambridge ESOL Teaching Awards reserves the right to request samples of any work during and up to one year
after the course.
Course programmes
Certificate course programmes are designed by individual centres using the syllabus and course objectives.
Courses will have a minimum of 120 contact hours including:
• Input
• Supervised lesson planning
Introduction
Introduction
Teaching practice (six assessed hours)
• Feedback on teaching
• Peer observation
• Observation of experienced teachers (minimum six hours)
• Consultation time
Candidates will need to dedicate a minimum of 80 hours for the required reading, research, pre- and post-
session tasks, assignments and lesson preparation.
Syllabus overview
Syllabus overview
UNIT 1 – LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1.1 Cultural, linguistic and educational backgrounds
1.2 Motivations for learning English as an adult
1.3 Learning and teaching styles
1.4 Context for learning and teaching English
1.5 Varieties of English
1.6 Multilingualism and the role of first languages
UNIT 2 – LANGUAGE ANALYSIS AND AWARENESS
2.1 Basic concepts and terminology used in ELT for describing form and meaning in language and
language use
2.2 Grammar – Grammatical frameworks: rules and conventions relating to words, sentences, paragraphs
and texts
2.3 Lexis: What it means to “know” a word; semantic relationships between words
2.4 Phonology: The formation and description of English phonemes; features of connected speech
2.5 The practical significance of similarities and differences between languages
2.6 Reference materials for language awareness
2.7 Key strategies and approaches for developing learners’ language knowledge
UNIT 3 – LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3.1 Reading
3.1.1 Basic concepts and terminology used for describing reading skills
3.1.2 Purposes of reading
3.1.3 Decoding meaning
3.1.4 Potential barriers to reading
3.2 Listening
3.2.1 Basic concepts and terminology used for describing listening skills
3.2.2 Purposes of listening
3.2.3 Features of listening texts
3.2.4 Potential barriers to listening
Syllabus overview
Syllabus overview
Speaking
3.3.1 Basic concepts and terminology used for describing speaking skills
3.3.2 Features of spoken English
3.3.3 Language functions
3.3.4 Paralinguistic features
3.3.5 Phonemic systems
3.4 Writing
3.4.1 Basic concepts and terminology used for describing writing skills
3.4.2 Sub-skills and features of written texts
3.4.3 Stages of teaching writing
3.4.4 Beginner literacy
3.4.5 English spelling and punctuation
3.5 Key strategies and approaches for developing learners’ receptive and productive skills
UNIT 4 – PLANNING AND RESOURCES FOR DIFFERENT TEACHING CONTEXTS
4.1 Principles of planning for effective teaching of adult learners of English
4.2 Lesson planning for effective teaching of adult learners of English
4.3 Evaluation of lesson planning
4.4 The selection, adaptation and evaluation of materials and resources in planning (including computer
and other technology based resources)
4.5 Knowledge of commercially produced resources and non-published materials and classroom resources
for teaching English to adults
UNIT 5 – DEVELOPING TEACHING SKILLS AND PROFESSIONALISM
5.1 The effective organisation of the classroom
5.2 Classroom presence and control
5.3 Teacher and learner language
5.4 The use of teaching materials and resources
5.5 Practical skills for teaching at a range of levels
5.6 The monitoring and evaluation of adult learners
5.7 Evaluation of the teaching/learning process
5.8 Professional development: responsibilities
5.9 Professional development: support systems
Unit 1 – Learners and teachers and the teaching and learning context
Unit 1 – Learners and teachers and the teaching and learning context
Ref
Syllabus content
Learning outcomes
Assessment
Successful candidates can:
1.1 Cultural, linguistic
and educational
backgrounds
demonstrate an understanding of the range of
backgrounds and experiences that adult learners bring
to their classes
1.2 Motivations for
learning English as
an adult
a. demonstrate an understanding of the different
motivations and expectations that adults bring to
learning English
b. identify ways in which personal factors may affect
language learning
c. make practical use of this knowledge and
understanding to plan and teach with sensitivity
d. develop and maintain motivation, identify and
respond to expectations
a. demonstrate an awareness of the different learning
styles and preferences that adults bring to learning
English
b. demonstrate an awareness of the different roles
teachers may adopt at different stages of teaching
and in different teaching/learning contexts
c. make practical use of this awareness in planning
and teaching
a. understand in broad terms the context in which
teaching is taking place with special reference to
the learners, the physical surroundings and the
availability of resources
b. understand the broad range of learning needs
including the needs of learners with learning
difficulties and/or disabilities
c. make practical use of this understanding in
adapting teaching to contexts and learners’ needs
a. understand the main ways that varieties of English
differ from one another
b. demonstrate awareness of the need for teachers and
learners to make informed choices about language
models for teaching and learning
c. make practical use of this knowledge and
awareness in planning and teaching
1.3 Learning and
teaching styles
1.4 Context for
learning and
teaching English
1.5 Varieties of
English
1.6 Multilingualism
and the role of
first languages
demonstrate an understanding of the kinds of language
backgrounds that learners may come from (e.g.
multilingual/monolingual; standard/non-standard) and
how a learner’s language background might influence
the learning of English
Teaching practice:
planning and
teaching
Assignment: Focus
on the learner
Unit 1 – Learners and teachers and the teaching and learning context
Unit 1 – Learners and teachers and the teaching and learning context
KEY ASSIGNMENT
See Focus on the learner on page 22
KEY TEACHING PRACTICE CRITERIA
See page 20 for criterion 4a and page 21 for criteria 1a–c.
Unit 2 – Language analysis and awareness
Unit 2 – Language analysis and awareness
Ref Syllabus content Learning outcomes
Assessment
Successful candidates can:
2.1 Basic concepts
and terminology
used in ELT to
discuss language
form and use
understand key terminology used in ELT to talk about
language and apply this terminology to planning and
teaching
2.2 Grammar
Rules and
conventions
relating to words,
sentences,
paragraphs and
texts
Formation and
usage of
grammatical
features relating
to the noun
phrase and verb
phrase
a. demonstrate understanding of a range of the rules
and conventions relating to words, sentences,
paragraphs and texts
b. demonstrate a basic working knowledge of how
the verb phrase and the noun phrase are formed
and used in English, for example:
tense and aspect
voice
modality including the expression of hypothetical
meaning
finite and non-finite forms
the adverbial element
countability
a. demonstrate familiarity with basic principles of
word formation and lexical meaning for example:
meaning and definition
pronunciation
spelling
affixation and compounding
synonomy and hyponymy
b. demonstrate understanding of the effect on word
choice of factors such as
co-text (e.g. collocation)
context of situation (style)
a. demonstrate a working knowledge of the sounds of
English
b. demonstrate understanding of some features of
connected speech. For example:
linking
assimilation and elision
word and sentence stress
intonation patterns
2.3 Lexis
Word formation,
meaning and use
in context
2.4 Phonology
The formation
and description of
English phonemes
Features of
connected speech
Assignment:
Language related
tasks
Language analysis
for teaching
Assignment:
Language related
tasks
Language analysis
for teaching
Assignment:
Language related
tasks
Language analysis
for teaching
Unit 2 – Language analysis and awareness
Unit 2 – Language analysis and awareness
Syllabus content Learning outcomes
Assessment
Successful candidates can:
2.5 The practical
significance of
similarities and
differences
between
languages
identify some significant differences between their
own language and a foreign language and demonstrate
in practice their understanding of the relevance of
some of these differences for the teacher and learner
2.6 Reference
materials for
language
awareness
use a range of reference material to analyse and
describe language for teaching purposes
2.7 Key strategies and
approaches for
developing
learners’ language
knowledge
use a limited range of strategies, approaches and
techniques to develop learners’ language knowledge
e.g inductive and deductive presentations
Assignment: Focus
on the learner
Assignment:
Language related
tasks
Teaching practice
Unit 2 Assessment
KEY ASSIGNMENT
See Language related tasks on page 23
KEY TEACHING PRACTICE CRITERIA
See pages 20 and 21 for criteria 4a–c, 4i–k and 2a–2g.
Unit 3 – Language skills: reading, listening, speaking and writing
Unit 3 – Language skills: reading, listening, speaking and writing
Ref Syllabus content Learning outcomes
Assessment
Successful candidates can:
3.1 Reading
3.1.1 Basic concepts
and terminology
used for
describing
reading skills
demonstrate an awareness of basic concepts and
terminology used for describing reading skills, and
apply this to planning and teaching
3.1.2 Purposes of
reading
demonstrate an awareness of how approaches to
reading texts vary depending on the purpose of
reading, and make practical use of this in teaching
3.1.3 Decoding
meaning
identify some of the features which help learners
decode meanings of words, sentences and whole
texts, and make practical use of this in teaching
3.1.4 Potential barriers
to reading
a. identify some of the difficulties learners may face
when trying to understand texts
b. identify ways of making reading texts more
intelligible to learners
3.2 Listening
3.2.1 Basic concepts
and terminology
used for
describing
listening skills
demonstrate an awareness of basic concepts and
terminology used for describing listening skills, and
apply this to practical teaching
3.2.2 Purposes of
listening
demonstrate an awareness of how approaches to
listening texts vary depending on the purpose of
listening, and make practical use of this in teaching
3.2.3 Features of
listening texts
a. identify some of the features which indicate the
purpose of utterances and listening texts and
which help convey meaning
b. make practical use of this knowledge and
awareness in teaching
3.2.4 Potential barriers
to listening
a. identify some of the difficulties learners face
when listening
b. demonstrate ways of helping learners understand
listening texts and improve their listening skills
Teaching practice:
planning and
teaching lessons to
develop reading
skills
Assignment:
Language skills
related tasks
Teaching practice:
planning and
teaching lessons to
develop listening
skills
Assignment:
Language skills
related tasks
Unit 3 – Language skills: reading, listening, speaking and writing
Unit 3 – Language skills: reading, listening, speaking and writing
Syllabus content Learning outcomes
Assessment
Successful candidates can:
3.3 Speaking
Teaching practice:
planning and
teaching lessons to
develop speaking
skills
3.3.1 Basic concepts
and terminology
used for
describing
speaking skills
demonstrate an awareness of basic concepts and
terminology used for describing speaking skills, and
apply this to practical teaching
3.3.2 Features of
spoken English
a. identify some key features of spoken English
b. identify some ways in which spoken English
differs from written English
c. make practical use of this knowledge and
awareness in planning and teaching
3.3.3 Language
functions
a. identify a wide range of language functions and
the forms used to express them
b. apply knowledge of language functions to
planning and teaching
3.3.4 Paralinguistic
features
demonstrate awareness of the role of paralinguistic
features (e.g gesture, gaze) in communication
Assignment: Focus
on the learner
3.3.5 Phonemic
systems
identify and describe some differences in phonemic
systems of languages spoken by learners
3.4 Writing
Teaching practice:
planning and
teaching lessons/
parts of lessons to
develop writing
skills
Assignment: Focus
on the learner
3.4.1 Basic concepts
and terminology
used for
describing writing
skills
demonstrate an awareness of basic concepts and
terminology used for describing writing skills, and
apply this to practical teaching
3.4.2 Sub-skills and
features of written
texts
a. identify some of the sub-skills of writing
b. identify some features of written texts
3.4.3 Stages of teaching
writing
a. identify the stages of producing written text
b. make practical use of knowledge about writing
sub-skills, features of written language and stages
of producing written text in planning and
teaching
3.4.4 Beginner literacy a. demonstrate awareness of some issues relating to
beginner literacy
b. apply awareness of beginner literacy issues to
practical teaching situations
Unit 3 – Language skills: reading, listening, speaking and writing
Unit 3 – Language skills: reading, listening, speaking and writing
Syllabus content Learning outcomes
Assessment
Successful candidates can:
3.4.5 English spelling
and punctuation
a. identify some English spelling patterns and some
strategies to help learners develop their spelling
skills
b. identify some ways in which punctuation
contributes to meaning in written text
c. apply a basic understanding of English spelling
and punctuation to practical teaching
3.5 Key strategies and
approaches for
developing
learners’ receptive
and productive
skills
use a limited range of strategies, approaches and
techniques to develop learners’ receptive and
productive skills
Teaching practice
Assignment: Focus
on the learner
Teaching practice
Unit 3 Assessment
KEY ASSIGNMENT
See Language skills related tasks on page 23
KEY TEACHING PRACTICE CRITERIA
See pages 20 and 21 for criteria 4a–c and 4l, and page 21 for 3a–3c.
Unit 4 – Planning and resources for different teaching contexts
Unit 4 – Planning and resources for different teaching contexts
Ref
Syllabus content
Learning outcomes
Assessment
Successful candidates can:
4.1 Principles of
planning for
effective teaching
of adult learners
of English
a.
b.
a.
b.
c.
a.
b.
understand the purpose and principles of planning
for effective teaching of adult learners
distinguish between different kinds of teaching and
different kinds of lessons and select the kinds of
lessons that are most appropriate for particular
learners
demonstrate the ability to plan logically sequenced
lessons that are appropriate to the needs of the
learners
devise lesson plans which include:
i. a statement of aims
ii. a class profile
iii. anticipation of difficulties and suggested
solutions
iv. description of teacher and learner interactions
v. details of resources to be used
vi. staged description of procedures including
anticipated timings
relate, where appropriate, the learners’ language
needs to learning in other areas, showing
awareness of the broader educational context in
which the teaching/ learning of English is situated
evaluate their own lesson preparation before and
after teaching through reflection and by taking note
of comments from tutors, colleagues and learners
take account of this evaluation in planning future
lessons
4.2 Lesson planning
for effective
teaching of adult
learners of English
4.3 Evaluation of
lesson planning
4.4 The selection,
adaptation and
evaluation of
materials and
resources in
planning
(including
computer and
other technology
based resources)
a.
b.
select and evaluate materials and resources
(including computer and other technology based
resources)
understand the need for and begin to put into
practice with due regard for the provisions of
copyright, the adaptation of resources and materials
to meet the requirements of specific groups of adult
learners
Lesson planning
Teaching practice
Assignment: Lessons
from the classroom
Unit 4 – Planning and resources for different teaching contexts
Unit 4 – Planning and resources for different teaching contexts
Ref
Syllabus content
Learning outcomes
Assessment
Successful candidates can:
Unit 4 Assessment
KEY ASSIGNMENT
See Lessons from the classroom on page 23
KEY TEACHING PRACTICE CRITERIA
See pages 20 and 21 for criteria 4a–n.
Unit 5 – Developing teaching skills and professionalism
Unit 5 – Developing teaching skills and professionalism
Ref Syllabus content Learning outcomes
Assessment
Successful candidates can:
5.1 The effective
organisation of
the classroom
a. arrange the physical features of the classroom to
suit the learners and the type of lesson, and ensure
safety regulations are taken into account
b. set up and manage whole class work, pair and
group work and individual work as appropriate
5.2 Classroom
presence and
control
establish and maintain a good rapport with learners at
all times and foster a constructive learning atmosphere
5.3 Teacher and
learner language
a. use their own English Language skills to enhance
the effectiveness of their teaching
b. adjust their own use of language to the level of the
class
c. give clear instructions
d. choose appropriate moments, and appropriate
strategies for correcting learners’ language
5.4 The use of
teaching materials
and resources
a. make appropriate use of a range of materials and
resources in relation to specified aims
b. understand the implications of teaching with
limited resources
5.5 Practical skills for
teaching at a
range of levels
a. work successfully with learners at different levels,
using appropriate types of classroom activity to
develop learners’ language and skills
b. involve learners of different ability levels in the
work of the class and enable them to feel a sense
of progress
5.6 The monitoring
and evaluation of
adult learners
a. demonstrate the ability to monitor learner
behaviours in class time and to respond
appropriately
b. incorporate into their lessons some basic
assessment procedures
c. make planning decisions on the basis of
assessment
Teaching practice
Unit 5 – Developing teaching skills and professionalism
Unit 5 – Developing teaching skills and professionalism
Syllabus content Learning outcomes
Assessment
Successful candidates can:
5.7 Evaluation of the
teaching/learning
process
5.8 Professional
development:
responsibilities
5.9 Professional
development:
support systems
a.
demonstrate the ability to make balanced and
constructive self-appraisal of their own teaching
b.
respond appropriately to feedback from tutors,
peers and learners
c.
assess their own strengths and development needs,
make practical use of that assessment and set goals
and targets for future development
d.
make constructive appraisals of the lessons of their
colleagues
a.
demonstrate professional responsibility by
following any institutional code(s) of practice and
implementing institutional requirements including
Teaching practice
i.
health and safety procedures,
Assignment:
Lessons from the
ii.
equal opportunities policies,
iii. record keeping and time-keeping requirements
classroom
b.
understand the limits of their responsibility with
regard to the welfare, health, safety and
supervision of learners and know when to assume
responsibility themselves or refer responsibility,
ensuring that it has been assumed by someone else
In recognition of the initial nature and scope of their
training so far, respond appropriately to relevant
aspects of professional development by finding out
about opportunities for further professional
development in teaching English to adults, including
appropriate professional associations
magazines
journals and publications for teachers entering the
field of teaching English Language to adults
Unit 5 Assessment
KEY ASSIGNMENT
See Lessons from the classroom on page 23
KEY TEACHING PRACTICE CRITERIA
See pages 21 and 22 for criteria 5a–n.
Course requirements and components of assessment
Course requirements and components of assessment
Assessment requirements
To meet the assessment requirements, candidates are required to attend a course and to:
•
practice teach classes of the relevant age group and size for a total of six hours
•
observe experienced teachers teaching classes of adult learners for a total of six hours, two of which may
be on video
•
maintain and submit a portfolio of all course work including all written assignments and materials related
to teaching practice.
Mode of assessment
Assessment is continuous and integrated.
continuous here means that
•
assessment takes place throughout the course.
integrated here means that
•
both assessed components contribute to the overall grade.
The two components of assessment
Component One: Planning and teaching
In this component, candidates are required to practice teach for a total of six assessed hours, working with
adult learners at a minimum of two levels in classes of the required size. (Please refer to the Administration
Handbook for regulations regarding Teaching Practice.)
By the end of the six hours of assessed teaching practice, candidates should have demonstrated successful
achievement of all the teaching practice assessment criteria, detailed on pages 20–22.
Component Two: Classroom-related written assignments
This component consists of four written assignments:
• one assignment focuses on adult learners and learning contexts
• one assignment focuses on an aspect of the language system of English
• one assignment focuses on an aspect of language skills
• one assignment requires reflection on classroom teaching and the identification of action points
The centre is responsible for designing the written assignments, which should each be between 750 and 1,000
words. The assignments are internally assessed and externally moderated. Two assignments may be conflated
into one larger assignment provided that all the assessment criteria are met.
Certificate grades
The Certificate will be awarded to candidates who meet the course requirements and whose performance
meets, or exceeds, the criteria in both assessment components. Candidates are ineligible for the award in cases
where dishonesty or plagiarism is brought to the attention of Cambridge ESOL Teaching Awards.
Course requirements and components of assessment
Course requirements and components of assessment
They will continue to need guidance to help them to develop and broaden their range of skills as teachers in
post.
A Pass (Grade B) is awarded to candidates whose performance in the written assignments meets the specified
criteria and who have demonstrated in their teaching practice a level of achievement significantly higher than
that required to meet pass-level criteria in relation to:
• demonstration of the criteria for teaching skills and professionalism (criteria 1a – 3c and 5a – 5n).
They will continue to need some guidance to help them to develop and broaden their range of skills as
teachers in post.
A Pass (Grade A) is awarded to candidates whose performance in the written assignments meets the specified
criteria and who have demonstrated in their teaching practice a level of ability and achievement and a level of
awareness significantly higher than that required to meet pass-level criteria in relation to:
• planning for effective teaching
• teaching skills and professionalism
They will benefit from further guidance in post but will be able to work independently.
Candidates who fail to meet criteria in any or all assessed components will receive a Fail.
Component One: Teaching practice
Centres are responsible for including six hours supervised and assessed teaching practice as part of the
programme. This teaching practice will typically involve candidates working with specially arranged groups of
learners. In some colleges, candidates may be placed as an apprentice with a class teacher and work alongside
the class teacher in a supervised role.
The teaching practice is time-tabled on a continuous basis throughout the course so that opportunities are
provided for candidates to show that they can apply theory to practice in classroom teaching. In their teaching
and in their lesson plans, candidates should demonstrate an increasing ability in their achievement of the
assessment criteria which are detailed on pages 20–22. By the end of the course, candidates should be able to
plan, prepare and teach a range of lessons designed for adult learners of English.
The programme for the six hours assessed teaching practice should provide each candidate with opportunities
to teach for at least two hours at two different levels, one of which should be below intermediate level. The
number of occasions on which candidates should practice teach and the length of the assessed lessons are not
specified, but on a minimum of two occasions, opportunities to practice teach for at least 40 minutes should be
provided. Opportunities for candidates to teach a broad range of lesson types should also be included.
The overall scope and assessment criteria for teaching practice are described below. Please note that in order
to show how the assessment criteria are linked to the syllabus, each criterion is introduced by a number that
refers to a corresponding Unit of the syllabus.
Planning and practising teaching
By the end of the six hours’ assessed teaching practice, successful candidates at pass level should show
convincingly and consistently that they can:
• prepare and plan for the effective teaching of adult ESOL learners by:
4a identifying and stating appropriate aims/outcomes for individual lessons
4b ordering activities so that they achieve lesson aims/outcomes
Course requirements and components of assessment
Course requirements and components of assessment
requirements
4e
describing the procedure of the lesson in sufficient detail
4f
including interaction patterns appropriate for the materials and activities used in the lesson
4g
ensuring balance, variety and a communicative focus in materials, tasks and activities
4h
allocating appropriate timing for different stages in the lessons
4i
analysing language with attention to form, meaning and phonology and using correct terminology
4j
anticipating potential difficulties with language, materials and learners
4k
suggesting solutions to anticipated problems
4l
using terminology that relates to language skills and sub-skills correctly
4m working constructively with colleagues in the planning of teaching practice sessions
4n
reflecting on and evaluating their plans in light of the learning process and suggesting improvements for
future plans.
• demonstrate professional competence as teachers by:
1a teaching a class with an awareness of the needs and interests of the learner group
1b teaching a class with an awareness of learning styles and cultural factors that may affect learning
1c acknowledging, when necessary, learners’ backgrounds and previous learning experiences
1d establishing good rapport with learners and ensuring they are fully involved in learning activities
2a adjusting their own use of language in the classroom according to the learner group and the context
2b identifying errors and sensitively correcting learners’ oral and written language
2c providing clear contexts and a communicative focus for language
2d providing accurate and appropriate models of oral and written language in the classroom
2e focusing on language items in the classroom by clarifying relevant aspects of meaning and form (including
phonology) for learners to an appropriate degree of depth
2f
showing awareness of differences in register
2g
providing appropriate practice of language items
3a helping learners to understand reading and listening texts
3b helping learners to develop oral fluency
3c helping learners to develop writing skills
5a
arranging the physical features of the classroom appropriately for teaching and learning, bearing in mind
safety regulations of the institution
5b
setting up whole class and/or group or individual activities appropriate to the lesson type
5c
selecting appropriate teaching techniques in relation to the content of the lesson
5d
managing the learning process in such a way that lesson aims are achieved
5e
making use of materials, resources and technical aids in such a way that they enhance learning
5f
using appropriate means to make instructions for tasks and activities clear to learners
5g
using a range of questions effectively for the purpose of elicitation and checking of understanding
5h
providing learners with appropriate feedback on tasks and activities
5i
maintaining an appropriate learning pace in relation to materials, tasks and activities
5j
monitoring learners appropriately in relation to the task or activity
Course requirements and components of assessment
Course requirements and components of assessment
Component Two: Classroom-related written assignments
Centres are responsible for designing four written assignments which relate directly to the course programme.
The scope and assessment criteria for each written assignment are described below and on page 23. Each
assignment should be between 750 and 1,000 words.
A variety of formats may be used but two of the assignments must be written in academic prose. Assignments
may consist of a series of tasks. It is also possible for centres to conflate two assignments into one longer
assignment with two discrete parts; in this case, the assignment is still assessed as two separate pieces of work
and each section of the assignment must be graded separately.
Assignment 2.1 Focus on the learner
The design of the assignment to include:
Candidates can demonstrate their learning by:
Length 750–1,000 words
•
investigation of the learning context and
assessment of learner needs with reference to a
specific learner or group of learners
•
identification of sources for language
development and, where appropriate, personal
support
•
suggestions for specific language/skill focussed
activities and an explanation/rationale for the use
of these activities with the specific learners
outlined
a.
showing awareness of how a learner’s/learners’
background(s), previous learning experience and
learning style(s) affect learning
b.
identifying the learner’s/learners’ language/skills
needs
c.
correctly using terminology relating to the
description of language systems and language
skills
d.
selecting appropriate material and/or resources to
aid the learner’s/learners’ language development
e.
providing a rationale for using specific activities
with a learner/learners
f.
finding, selecting and referencing information
from one or more sources using written language
that is clear, accurate and appropriate to the task
Course requirements and components of assessment
Course requirements and components of assessment
The design of the assignment to include:
Candidates can demonstrate their learning by:
Length 750–1,000 words
•
identification of significant features of the form,
phonology, meaning and use of language
items/areas and the use of relevant information
from reference materials
a.
analysing language correctly for teaching
purposes
b.
correctly using terminology relating to form,
meaning and phonology when analysing
language
c.
accessing reference materials and referencing
information they have learned about language to
an appropriate source
d.
using written language that is clear, accurate and
appropriate to the task
Assignment 2.3 Language skills related tasks
The design of the assignment to include:
Candidates can demonstrate their learning by:
Length 750–1,000 words
•
evidence of the candidate's background reading
in the topic area
•
identification of the receptive language skills
and/or sub-skills that could be practised and
developed using course book material or
authentic text
•
identification of productive language skills that
could be practised and developed in relation to
that text
•
task design in relation to the text with brief
rationale
a.
correctly using terminology that relates to
language skills and sub-skills
b.
relating task design to language skills
development
c.
finding, selecting and referencing information
from one or more sources using written language
that is clear, accurate and appropriate to the task
Assignment 2.4 Lessons from the classroom
The design of the assignment to include:
Candidates can demonstrate their learning by:
Length 750–1,000 words
•
candidates' identification of their own teaching
strengths and development needs
•
reflections on their own teaching
•
reflections on the implications for their own
teaching from the observations of experienced
ELT professionals and colleagues on the course
a.
noting their own teaching strengths and
weaknesses in different situations in light of
feedback from learners, teachers and teacher
educators
b.
identifying which ELT areas of knowledge and
skills they need further development in
c.
describing in a specific way how they might
develop their ELT knowledge and skills beyond
the course
d.
using written language that is clear, accurate and
appropriate to the task