International House Teacher Training Dept.

CELTA

Cambridge English Certificate in English Language Teaching to Adults

Trainee Handbook September 2017

Contents General information 3

Record Keeping and Filing 6

Teaching practice 7

Lesson Plan Template 9

Teaching Practice Self-Evaluation 10

Language Analysis- Grammar/Functions 11

Language Analysis- Vocabulary 12

Guidelines for Observations 13

Teaching techniques and classroom management observation task 14

Receptive Skills. Reading and Listening Lessons 15

Systems. Grammar and Vocabulary Lessons 16

Speaking Lessons 17

Writing Lessons 18

Generic Observation Task 19

Guidelines for written assignments 20

Skills Assignment 21

Language Related Tasks assignment 23

Focus on the learners assignment 25

Lessons from the Classroom assignment 27

Assignment cover sheets 28

Assessment criteria for assignments 32

The CELTA Syllabus and assessment criteria 34

Grades, Results and Certificates 35

Handbook quiz 36

Additional questions for Observations 37

Rome, Manzoni CELTA Handbook 2 General Information

Course times The intensive course takes place every day from 09.00 to 17.00 at International House/Accademia Britannica, Viale Manzoni 22, 00185 Rome. Please refer to your course timetable for a detailed overview of each day.

Telephone The school telephone number, to be used in emergencies only, is 0670476894. The school administration is unable to take or pass on personal messages.

Fax and e-mail The school is able to accept incoming faxes and e-mails. The direct fax number to the school is 0670497842. The e-mail address is: [email protected]

Course Staff  The teacher trainers on your course are: Fiona Price and Darren Bell  The Administrative staff are: Diana Cappelloni, Daniela Laino and Eleonora Vargas (See them for any questions concerning payment for the course)  The School Director is Tanya Pacsoo  The Teacher Training Coordinator is Giovanni Licata  The School Caretaker is Giancarlo Bevilacqua.

School opening and closing times The school is open from 8.30 to 19.30 Monday to Friday. You are welcome to come in to prepare for teaching from that time. Classes may already have started in some of the training rooms. The school office is open from 09.00 to 19.30 from Monday to Thursday. On Fridays it is open from 09.00 to 13.00 and from 16.00 to 19.00.

Rooms Please remember to leave the rooms as you would expect to find them and ensure that you remove all your belongings. Should you forget something, please DO NOT interrupt a lesson in progress.

Equipment Each room is equipped with a whiteboard and audio player. The equipment is checked regularly but you are advised nevertheless to check it before your lesson. Please report any problems to the tutors or to the school office and ensure that you use the equipment carefully. There are three computers and printers available for lesson planning and assignments. Hand written lesson plans and assignments are also perfectly acceptable.

Stationery and materials The following items are provided, but may be in short supply and have been known to go missing! It is worth having your own supply.  DRY WIPE board markers (Please ensure that they are dry-wipe!)  Scissors  Glue  Blue tac  Card  Coloured pens.

The CELTA Library

Rome, Manzoni CELTA Handbook 3 The library contains recommended reading for the course as well as reference books and a selection of teaching materials. Books may be borrowed for a maximum of two course days. The recommended system is a maximum of 2 books for 2 days.

The Ih Manzoni CELTA Wiki In order to provide all participants with access to material online we have created a wiki. Here you will find supplementary reading material for all your assignments and many other useful adjuncts. The address is http://celta.wikispaces.com; please take full advantage of this service! The relevant online tasks are on your course timetable. Please take time to read the documents on the ACTION POINTS page before and/or after relevant seminars to enhance your learning.

Photocopying Each course participant is provided with a personal ID code to make up to 250 photocopies for teaching practice and course related matters. Photocopies from published materials must be fully acknowledged. Please try to use the copier sparingly, bearing in mind its environmental impact. If you do need to go over the 250 copy limit, your card can be recharged at a cost of €30 per 100 copies.

Lunch break You have between 45 minutes to 1 hour 15 minutes for lunch: please check the exact times on your course timetable. You are welcome to bring a packed lunch to eat at the school. Please make sure you leave the classrooms tidy, however, with no potentially smelly food remains left in the classroom waste bins.

First Aid There is a first aid box in the school office.

Emergencies The emergency services can be contacted by telephone at 113. Please check the emergency procedure list in all classrooms.

Smoking Smoking is not allowed anywhere on the school premises. If you smoke outside, please do not stand in the main entrance or drop cigarette ends in front of the building.

Other Candidates During the course you will be working with other candidates who are also following the Cambridge ESOL CELTA course. Remember you are working as a team and that co-operation and support are an essential part of the overall success of this, or any, course, and of the teaching profession in general.

Computers, printers and photocopier All our computers are connected to the internet. In your personal study room there are printers, some of which are WiFi equipped. Please be gentle with all hardware as there will be times when maximum usage of printers and copiers occurs. Please remember to save all your work to a pen drive or email your work to yourself regularly as the computers are cleaned frequently.

A note on technology at our school Photocopying and printing equipment needs special care particularly when there are different teachers sharing the same machines. We suggest that you prepare your documents (plans, handouts, assignments) ahead of time in order to avoid problems right before your lessons (9.15 AM). However, we do realize that printing ahead of time is not always an option on intensive courses. Therefore, we ask you to take a moment to read the following suggestions and recommendations. Computers: When you arrive in the morning (8.30 AM), computers and printers should be already switched on. In case they are not, turn on the printers first and then the relevant computer. In case of computer Rome, Manzoni CELTA Handbook 4 malfunctioning, please search for the floor managers and/or your trainers and report the problem in as much detail as possible. If the issue cannot be resolved immediately, please ask your trainers if there are other computers available. We will do our best to accommodate your needs.

Printers: If the printer isn’t working properly, please try the following:

 If you get a blank page, check with the floor managers if the cartridges need replacing;  Check that all cables are properly connected;  Ensure that the printer is in Print Mode;  In case of a paper jam, turn the printer off and gently remove all the paper stuck inside the printer. Please, do not force the paper out of the printer as this will not help;  Avoid giving the Print command numerous times in a row as that will only create a queue of documents, which will in fact block the printer.  If all else fails, please ask your tutor or the secretaries to print the documents using their computers.

Photocopier If you have any problems with the copier, please ask the floor manager or the trainers as they will try to address common issues. Please, avoid leaving a paper jam in the copier as the next person in line will have to deal with it! When reporting a problem to the trainers and/or the secretaries please be as specific as possible to help us solve the issues quickly. Please, help us in maintaining a stress-free working environment for everybody on the course by taking care of all shared spaces and equipment.

Record Keeping and filing

Rome, Manzoni CELTA Handbook 5 It is your responsibility to maintain two files.

Personal File Keep all your own notes from seminars and reading in this. It is your PRIVATE FILE, for your own use, and will not be assessed by the tutors or the external assessor. Organise it so you can retrieve information from input sessions easily. Possible sections to organize your file are: lesson planning and lesson plans, classroom management, reading and listening, speaking, writing, grammar and vocabulary, error correction, phonology, miscellaneous (e.g. literacy, ELT profession).

Assessment File (Portfolio) You must keep everything that will form part of your assessment in this file. It will be viewed by the course tutors and used for assessment purposes. At the end of the course the contents must be returned to the school, and will be retained by us for twelve months. You are therefore advised to keep your own copies of everything.

The centre will lend you a course file for this purpose. It is divided into separate sections. Keep the following in it:

 Your copy of the official course record booklet CELTA 5 (see below).  Your lesson plans, copies of materials filed together with your tutors’ written feedback and your personal evaluation of your own lesson.  All your marked written assignments with the tutor feedback sheets.  Your completed pre-course task

This file must not leave the school. It must be stored in the appropriate place and remains the property of the centre during and after the course

If you wish, you may have the contents of your course file back after six months from the end of your course. To do so, you should contact and inform the Teacher Training Department at least two weeks before the six month period is up.

The CELTA 5 Course Booklet This is the official candidate record booklet. It contains a record of:  Your attendance on the course  Your assessed teaching practice  Written assignments  Progress reports and tutorial records.

The CELTA 5 should be kept up to date at every stage of the course and requires the signature of your TP tutor after each assessed teaching practice.

Dress code for trainees:

Please, remember that a school is a professional environment and rules for smart casual attire apply.

 Clean, tidy hair  No sports clothes (no hoodies or sweat-  Clean hands / nails pants)  Clean, ironed clothes  Jeans must be smart  Clean shoes, no beach flip-flops  No very low hipsters  Closed shoes/trainers or smart sandals  No short belly tops or low necklines  No shorts or very short skirts

Teaching practice

Rome, Manzoni CELTA Handbook 6 Guidelines for Teaching Practice

You are required to complete a total of 6 hours (360 minutes) of assessed teaching at a minimum of two different levels. The school organises two or more classes of students who come to school for lessons on each day of the course.

Organisation The CELTA course participants are divided into teaching practice groups. Each group works with a TP tutor who evaluates the lessons that are taught. Each lesson lasts for 120 minutes, but you will only teach for a part of that time and your peers will teach for the remaining time. We call this a TP slot. The aim is to give you practice in teaching at different stages of a lesson. When you are not teaching you will be observing your colleagues. You will be required to teach unobserved and unassessed lessons on a few occasions.

Teaching practice schedule The Course Director organises the teaching practice schedule for the course. You will know how long you are teaching for, and on which days, on day one of the course.

Setting up for TP You will set up for each teaching practice under the guidance of a tutor. This is timetabled into the course programme. This is when you will make decisions about what the aims of the lesson are and what to teach in each slot. You will then produce a lesson plan for your slot before teaching it. As the course progresses and you gain more experience the tutors will expect you to make more of the decisions about the lesson. Templates for lesson plans are provided.

Teaching practice materials Each group will initially work with course materials selected by the tutors. The school provides you with the materials you need for teaching, though you may also choose to design your own materials for teaching purposes. You must return all books and material at the end of the course, so please do not write in them.

Lesson plans You are required to submit a lesson plan each time you teach on the course (the template is available on page 9 and online (see Useful Materials-CELTA -Wikispace). A Language Analysis Sheet (pp. 11, 12,) should be attached to your lesson plan when teaching Grammar and Vocabulary Lessons.

Feedback Feedback takes place after each lesson. This is where we look at the strengths and weaknesses of the lesson and think about the implications of these for future teaching. The first stage of feedback is oral feedback and involves the whole TP group. Later, you will receive written feedback from the tutor on your own TP slot, indicating whether the lesson was at pass standard or below standard for that particular stage of the course.

The aim of feedback is to help you develop as a teacher and must be as objective and supportive as possible.

Self-evaluation After you have finished teaching your slot, fill in the TP evaluation sheet. This can be referred to during oral feedback. On page 10 you will find the self-evaluation form.

Summary of Teaching Practice Administration

Rome, Manzoni CELTA Handbook 7 Before your lesson:

 Make a copy of your lesson plan, including Language Analysis sheets (pp. 11,12, if relevant, for the tutor and give it to the tutor before you teach. Include copies of all handouts (make sure these have a copyright).

 Copy a self-evaluation (page 10) form to fill in after your teaching slot.  Ask the tutor or your peers which observation task should be used while observing other trainee teachers.

After each teaching practice and feedback session :

 File the original lesson plan, tutor feedback and your self-evaluation in the assessment file.

 Complete the record of assessed teaching practice in the course booklet (Celta 5).

 Ask the TP tutor to sign the relevant column in the Celta 5 booklet

Lesson Plan Template

Rome, Manzoni CELTA Handbook 8 Stage Aim Time Procedure and Interaction Tutor’s Comments (WHAT) (WHY) (HOW)

Lead-in To 9.15- T shows pictures of airports, introduce 9.25 train stations, and bus the topic terminals. To activate T elicits the theme of the day: the SS’ different ways of traveling schemata SS discuss in pairs pros and cons of traveling by train, airplane, bus, etc.

T: “Talk about the advantages and disadvantages of traveling by plane, train, car, etc. 2 points for each form of transport. Shall we say 3 min for this activity?” ICQs 1) Are you working alone? (N) 2) Do you have to write? (N) 3) How much time do you have? (3 min)

Reading SS read 9.25- T shows a text. Do not hand it for gist the text for 9.35 out: GHR!!! the first T elicits airline review and time rating. Allocate a part of the WB for problematic lexis (see attached WB plan).

Rome, Manzoni CELTA Handbook 9 International House Cambridge English Teaching Assessment Teacher Training CELTA Rome

Teaching Practice Self-evaluation

Name TP 1,2,3,4,5,6,7,8,9 Date

Reflect on strengths and action points from your lesson. Here are just a few ideas (you may think of others):

1) Strengths as evidenced in the lesson:

Strengths When Why

2) Action points as evidenced in the lesson:

Action When Why points

1) Questions for the tutor in relation to today’s lesson.

Please keep copies of all self evaluations in your portfolio for reference. Rome, Manzoni CELTA Handbook 10 Language Analysis for Lesson Planning – grammar Complete this sheet for every time you plan to include vocabulary in your lesson.

Context Problem and Solution The target language will be presented in an audio Might be difficult to get the idea of annoyance or video clip illustrating an irritating habit. across so I will have as a focus question, “how does the speaker feel?”

Meaning & Use Problem and Solution Example of TL/Marker sentence: Students might not understand that I am Jim’s always locking himself in the bathroom. describing an event that happens frequently and Used to describe an on-going, annoying habit that I find it annoying, as the marker sentence has no explicit time reference 1. Concept check questions a. Does Jim do this often? Yes b. How does the speaker feel about Jim’s behaviour? Annoyed c. Is it happening right now? No

2. Use a timeline to visualise concept xxxxxxxxxxx  now

Form Problem and Solution subject auxiliary adverb Verb+ing  Omission of ‘ing’ …is always lock I am always locking  Failure to hear and therefore failure to He/She/It is produce auxiliary verb ‘He locking’ We/You/They are  Putting always in the wrong place

Ask students to complete a form table The present continuous tense + always are used to Highlight form on whiteboard colour coding Pres. describe an on-going, annoying habit Cont. + adverb of frequency

Pronunciation Problem and Solution He’s always locking himself in the bathroom  Sts do not stress on adverb of frequency  Sts might stress ing ending Highlight stress on adv. and drill.

Rome, Manzoni CELTA Handbook 11 Language Analysis for Lesson Planning – Vocabulary Complete this sheet for every time you plan to include vocabulary in your lesson.

Vocab item, part of speech, Meaning and Use (and ways of conveying these) Concept Qs or other tools to check Anticipated problems with MUFP and pronunciation meaning proposed solutions 1) 1) Problem: stress pattern of compound Do you wear it when you go nouns Compound noun: swim + suit Showing pictures of people wearing swimsuits swimming? (Y) and proceeding to CCQs Solution: guide/elicit where the stress /swιmsuːt/ 2) goes on compound nouns: Do people Point to use in text where item is taken from On WB 3) Is it formal? (N) 0 o swimsuit

/suːt/

SS need to omit the i- silent letter

2) Use examples of countries outside the students’ 1) If you are Italian and live in Italy Problem: students might assume context where they might be traveling/living. are you abroad at the moment? abroad can be used as an adjective, abroad (N) e.g. an abroad man/woman /əˈbrɔːd/ E.g. “You’re Italian and live in Italy but when you 2) Am I abroad if I am in Italy? (Y) spend your vacation in France, you are abroad- 3) If you go to England are you Solution: jumble up sentences and Adverb out of your country”. abroad? (Y) highlight the position of abroad in the 4) So, if you are not in your home sentence, e.g. The man is living abroad country are you abroad? (Y) Problems with pronunciation: Second syllable might be pronounced as a diphthong instead of the long vowel /ɔː/. Guidelines for Observations

There are three types of observation on the Cambridge English CELTA Course. We call them Internal observations, External observations and Video Observations.

Internal observations

This is when you observe your colleagues during teaching practice. It is an essential part of the course and you may have tasks to complete (either set by the tutor or decided by the TP Group) while you are watching. These enable you to focus on specific aspects of the lesson, often related to seminars or previous TP slots. The task may be referred to in teaching practice feedback. Tasks to be used for internal observation are found on pages 15-19/ 37-38

External Observations and Video Observations

This is when you watch experienced EL teachers in action in their own classes. You have to complete a total of 6 hours (360 minutes) of live and video observations to fulfil the course requirements. Observation of your trainers is programmed during course hours. You will also observe some teaching online during course hours. You can use Observation tasks on pages 14- 18 for live observations or the Generic Observation Task on p.19).

Summary of administration for external observations

 Complete the record of observations of experienced teachers on page 10 of the CELTA 5 Booklet (THE CELTA 5 BOOKLET MUST NOT LEAVE THE CENTRE). Ask your tutor to initial your entry. Teaching techniques and classroom management observation task

Feel free to add to this list of guiding questions. Ask your tutor/peers for suggestions.

1. Establishing rapport: does the T use the SS’ names? Do they react to content before form? How do they accommodate latecomers? 2. TTT vs STT: who does “most of the talking” in the classroom? Make notes on how this ratio improves or not though the lesson.

3. Grading of the language: is the T’s language graded at the right level for the SS? Make notes and give examples. 4. Instructions and checking of these: comment on the T’s delivery of directions and use of questions to check these (e.g. ICQs) 5. Monitoring and microteaching: does the teacher assist their learners through their learning? 6. Pairing: comment on groupings and pairings through the activities

7. Seating arrangement: is the classroom arranged for the activities?

8. Professionalism: dress code, presenting handouts, etc.

9.

10.

Receptive Skills Reading and Listening lessons

Feel free to add to this list of guiding questions. Ask your tutor/peers for suggestions.

1. Lesson aims: are the T’s aims clear? Do you know which sub-skills of reading/listening are targeted through the lesson? (skimming, scanning) 2. Lead- in: is the context of the lesson made clear? Are the SS warmed up to the listening/reading text? 3. Appropriacy of tasks: Is there a first easy/ general task? (skimming, scanning, etc.) Are there other tasks that promote more detailed comprehension? (check the T’s materials and try them out, make notes on how learners react, time limits, etc.) 4. Conferring time: are learners given the opportunity to confer after each task?

5. Teacher’s FB: is FB provided after each task? Is it time-effective?

6. Overall, do you think learners are guided through the comprehension of the text? 7.

8.

Systems Grammar and Vocabulary Lessons

Feel free to add to this list of guiding questions. Ask your tutor/peers for suggestions

1. Lesson aims: are the T’s aims clear? Do you know which language items are illustrated/recycled/ in the lesson? 2. Lead- in: is the context of the lesson made clear? Do the SS know who, what, where, when, how and why the language item(s) is/are being used? 3. Is MUFP (meaning, use, form and pronunciation) of language items thoroughly checked?

4. Comment on the use of tools to clarify meaning (CCQs, timelines, visuals).

5. Are the SS given the opportunity to practice the target language item(s)? Is controlled/ semi-controlled/freer practice provided? 6. How does the teacher deal with Feedback and correction?

7.

8.

Speaking lessons Feel free to add to this list of guiding questions. Ask your tutor/peers for suggestions

1. Lesson aims: are the T’s aims clear? Do you know which sub-skills of speaking are dealt with during the lesson? (Functional language?) 2. Context: is the context of the lesson clear? Is there a model for the target speaking skills/functional language?

3. Comment on the way meaning/use/pronunciation of functional language is deal with through the lesson

4. Does the lesson focus on accuracy/fluency or both?

5. How is feedback provided after speaking tasks? (delayed WB feedback, monitoring, etc.)

6. Overall, do you think SS walk away feeling that they have learned something new? In what way?

7.

8.

Writing lessons Feel free to add to this list of guiding questions. Ask your tutor/peers for suggestions

1. Lesson aims: are the T’s aims clear? Do you know which sub-skills of writing are dealt with during the lesson? Which genre will the SS deal with during the lesson? 2. Context- model. Is there a model-text? Are the SS guided through the writing process?

3. Studying the model: is there an opportunity for the SS to study the model? Comment on the way the SS notice the organization of the text, its language features, etc. 4. How is FB given after task? Comment on the way correction and feedback are given.

5. Peer and group revision through the lesson.

6. Overall, do you think SS walk away feeling that they have learned something new? In what way?

7.

8.

Generic observation task

Note seating arrangements and any changes during the lesson: e.g.: o o o o o o o 0

Note the 'formats' (pairs, groups, whole-class) at each phase of the lesson.

During the lesson, do learners listen to a recording, watch a video or read anything? Yes ... No ... If yes, note % of time spent on these and any preparatory or follow-up activities.

Notes

What opportunities did you notice for learners to use their English, in conversation, role- play, etc.?

What opportunities did you notice for learners to increase their knowledge about English grammar/vocabulary/phonology/appropriacy etc.?

Note anything which you feel contributed to the effectiveness of the lesson or part of the lesson that you observed.

Guidelines for written assignments

You are required to complete four assignments during the course, of which the word limit is 750 – 1000 words per assignment. Cambridge English CELTA assessment criteria state that all assignments must be submitted and only one "Fail" grade is allowed. (You have the possibility to resubmit each assignment once if the first attempt is not to standard). If you fail more than one assignment you automatically fail the course.

As you are training to teach English, please ensure that you proof-read, and spell-check your assignment if it is computer written, prior to submission. Ensure that it is free of punctuation errors, grammar errors, etc. It should be organised in a reader-friendly fashion, with sub-headings where appropriate and clear paragraphs. Please use wide margins. Please submit your assignment with the appropriate cover sheet that can be found on pages 28 – 32 of this handbook.

Written assignment deadlines

The deadlines for written assignments are on the course timetable. If you think that you cannot meet the deadline you must inform your tutor at least the day before the due date to obtain an extension. Extensions of assignment due dates are rarely granted, and only if there are extenuating circumstances. Give the original assignment to your tutor. You may also wish to make a copy of your marked assignment if you want to retain one.

Summary of administration for assessment of written work

 ALWAYS keep a copy of the assignment before handing it in.

 On return of a written assignment, complete page 12 of the CELTA 5 booklet and sign to confirm that it is your own work.

 The marked assignment must stay in the file and be available for your tutor and the course assessor.

 If you resubmit an assignment, you must put both the original version and the resubmission in your file. International House Cambridge English CELTA Teacher Training Rome

Skills Assignment (Length: 750 - 1000 words.)

.

Outline how you would exploit the piece of material provided online. Set out how you would deliver a reading skills lesson, which also includes one of the following skills; speaking, or writing, for a multi-lingual group of adult learners at intermediate level, living in the target language community.

The lesson should show how you plan to develop two of the students’ skills (i.e. show your ability to provide graded work to improve the students’ reading and either speaking or writing skills). The lesson should provide a brief rationale for what you have the students do and why. The lesson duration should be one hour. Please remember the focus of this section is NOT grammar or vocabulary!

The lesson should show:

 how you would introduce the topic  the tasks and activities you would like the students to do  the vocabulary areas that might be a problem  the teacher’s and students’ roles during the activities  the follow-up tasks you will have the students do

Do not write this assignment in the form of a lesson plan but as a written text.

Your assignment should also include the following elements:  evidence of background reading related to skills teaching  a bibliography, with particular reference to the photocopied chapter from Reading by Grellèt available in your room and full book in the SSC (remember to check the wikispace for other references)  identification of receptive and productive skills and sub-skills that can be practised.  a brief rationale as to why these tasks are suitable  word range 750 -1000.

Please look at the assessment criteria and remember, spelling and punctuation are considered vital in all assignments as evidence of your use of the language. This assignment can be typed or hand-written.

In order to pass this assignment you must:

1. correctly use terminology that relates to language skills and sub-skills 1. relate task design to language skills development 2. find, select and reference information from one or more sources using written language that is clear, accurate and appropriate to the task Use the following grid to check that your assignment includes all the necessary information

Acknowledge user group (multilingual, intermediate, in TL community)

‘Blueprint’ Procedures:

Warm-up/prediction

Rationale?

Example/description?

1st R task (global)

Rationale?

Example/description?

2nd R task (comprehension)

Rationale?

Example/description?

Vocab

Rationale?

Example/description?

Productive skill activity

Rationale?

Example/description?

Evidence of background reading

Terminology used correctly

Understanding of underlying principles of receptive skills

Clear, accurate language

Bibliography International House Cambridge English CELTA Teacher Training Rome

Language-related tasks (Length: 750-1000 words)

For this assignment, please refer to the same text you will have used for the Language skills related task. For each of the vocabulary and grammar items underlined in the text you must:

1. Explain the basic meaning of the item in its context (the text)

2. Write the CCQs for the item in the context

3. Analyze the pronunciation of the target item (use phonemic script and highlight relevant phonological features, e.g. weak forms)

4. Mention any other ways of clarifying/checking (e.g. Mime, time-lines, pictures, etc.)

5a. For grammar items only, analyse the form of the structure and provide its name, if one exists.

5b. For vocabulary items, identify the part of speech

6. Foresee possible problems for students: please consider problems with the pronunciation of the target item (include phonemic transcription where applicable) as well as other problems which might arise e.g. word order, false friends, other tenses, etc.

7. Reference materials you have consulted.

NOTE: Please group the grammar items together and analyse them first, and then group the vocabulary items together and analyse them second.

Example 1 (grammar item): You’ve had your hair cut!

1. Used when we ask someone else to do something for ys (usually for payment). In this case, a person has been to the hairdresser's and now her hair is noticeably shorter.

2. Concept checking questions:

- did she cut her hair herself? No

- did someone else cut it? Yes

- was it free, or did she pay? She paid.

3. /həvjə'hæd/

4. Perhaps picture of someone at the hairdresser’s.

5. Form: have+object+past participle. Label: the “causative have” 6.The learners may confuse it with the Present Perfect (have + past participle), it is also possible to ‘get something done’ and fail to hear the weak form of 'have' /həvjə'hæd/

7. Swan, M. (1996), Practical English Usage, pp112-114.

Example 2 (a vocabulary item): We had a wicked time at the disco.

1. It was very exciting, lots of fun.

2. Concept checking questions:

- is “wicked” positive or negative? Positive.

- did they enjoy themselves at the disco? Yes.

- very much? Yes

3. /'wɪkəd/

4. Ask for examples of things they did at the disco, or examples from other contexts.

5. An adjective.

6. Confusion with “terrible”, pronunciation is sometimes /'wɪkəd/

7. OUP (2000) Oxford Advanced Learners’ Dictionary, pp 1969 International House Cambridge English CELTA Accademia Britannica Manzoni

Focus on the learner assignment (Length: 750-1000)

For this assignment, you should observe the students in your teaching practice class at times when you are not teaching: note the way they like to learn. Look at how they interact with other students and with teachers, at their use of dictionaries and notebooks, and at any examples of risk-taking or risk-avoiding. You must also give the learners a written task for homework which you must collect, photocopy and analyse but remember to return the corrected homework to the learners.

Part A: Class Profile

During your observations, make notes about the following points and then use these notes to write your report:

 Comment briefly on the students’ backgrounds, previous learning experience and learning styles  Discuss the students’ level and general strengths and weaknesses.  What are their motivations and reasons for learning English?  The students’ classroom manner: Do they appear relaxed or uncomfortable? Do they participate or withdraw from different types of activities?  Do the students appear to prefer some activity types over others? How can you tell?  How well do they follow what is happening in class? How can you tell?  What is the students’ feedback on the lessons? Do they think they are learning?

Part B: Error Analysis

Also during your observations, make notes of at least 6 specific errors the students make, at least one of which must be phonological and one grammatical. Once you have noted the errors:

 Identify the errors by type (tense, pronunciation, vocabulary, word order, etc). Make sure you have a variety of error types, i.e. not all grammar errors.  Suggest possible reasons for the error (L1 interference, mistake, gap in their knowldge, etc)  Recording your findings in a chart as it helps to prioritise the most important errors (see example on the next page).

Part C: Skills Needs Analysis

As well as noting grammatical, lexical and pronunciation errors, you will need to identify language skills (reading, writing, listening and speaking) difficulties that your students have. Comment briefly on:

 Which skill proves most difficult for the students?  How could you tell?  What skills work do the students seem to most enjoy/dislike?  Suggest some reasons why this is so.  What skills development would you see as a priority for these students and why?

Part D: Recommendations for work inside and outside the class

For this section:

 Choose 1 grammatical and 1 phonological error from Part B that you identified as a priority to work on with this class. Make sure you choose which errors you are going to focus on in good time so that you can ask your tutor for advice should you have any doubts about your choice.  Select one activity for each of the above errors appropriate to the learners' level from a supplementary resource book that will help the students overcome the error type you have chosen. Choose one activity per error. Explain why you have chosen the activity and how it enables the learner to improve.  Submit copies of the activities. Be sure to reference all materials.  Choose the skill from Part C that you identified as a priority to work on with this class and say how you would work on it. You do not need to supply an activity.

Assessment Criteria for this assignment:

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.

NB: You must include a bibliography at the end of the assignment, giving the titles and authors of the books you used in writing this assignment and include transcripts of learners' written samples that have been analysed and referred to.

Recommended Reading:

Learner English by Swan and Smith – a non-print version is on your wikispace. International House Cambridge English CELTA Rome, Manzoni

Lessons from the classroom (Length 750 - 1000 words)

Aim

At this stage of the course you will have seen your tutors and experienced teachers within the school teach, and have also observed more than 30 hours of teaching practice. You have completed observation tasks and also written your own feedback.

The aim of this task is for you to reflect on your own teaching and evaluate what you have seen in your observations. You should be able to identify some of the main strengths and weaknesses in your own teaching and think of some strategies for overcoming the weaker areas.

Assignment

Identify two areas in which you feel you are now strong, e.g.’ classroom management’ or ‘dealing with language in the class’, and give specific examples from your own lessons, of how you have improved. Detail any observation you have seen which has helped you improve.

Identify two areas in which you still feel weak. Give examples from your teaching and specify strategies for improving those areas. Give examples of good classroom practice you have observed in other teachers relating to the areas of weakness you have specified.

Describe how you can develop your growing ELT knowledge and skills beyond the course.

Style

The assignment may be handwritten or typed. It can be written in separate paragraphs with underlined headings but should be in complete grammatical sentences and not in note form.

Please leave wide margins and write on one side of the page only.

Remember, spelling and punctuation are considered vital in all assignments as evidence of your use of the language.

In order to pass this assignment you must: 1. note your own teaching strengths and weaknesses in different situations in light of feedback from learners, teachers and teacher educators 1. identify which ELT areas of knowledge and skills you need further development in 2. describe in a specific way how you might develop your ELT knowledge and skills beyond the course 3. use written language that is clear, accurate and appropriate to the task Written assignment cover sheet: Skills assignment (2.3)

Name: Pass Resubmit

Assessment criteria met:

 correctly use terminology that relates to language skills and sub-skills (2.3)  relate task design to language skills development (2.3)  find, select and reference information from one or more sources (2.3)  use written language that is clear, accurate and appropriate to the task (2.2 & 2.3)

Comments:

Tutor Date:

Double marked: Written Assignment cover sheet: Language-related tasks (2.2)

Name: Pass Resubmit

Assessment criteria met:

 analyse language correctly for teaching purposes (2.2)  correctly use terminology relating to form, meaning and phonology when analysing lan- guage (2.2)  access reference materials and referencing information they have learned about language to an appropriate source (2.2)  use written language that is clear, accurate and appropriate to the task (2.2 & 2.3)

Comments:

Tutor: Date:

Double Marked:

Written assignment cover sheet: Focus on the Learner (2.1)

Name: Pass Resubmit Assessment criteria met:

 show awareness of how a learner’s/learners’ background(s), previous learning experience and learning style(s) affect learning  identify the learner’s/learners’ language/skills needs  correctly use terminology relating to the description of language systems and language skills  select appropriate material and/or resources to aid the learner’s/learners’ language devel- opment  provide a rationale for using specific activities with a learner/learners  find, select and reference information from one or more sources using written language that is clear, accurate and appropriate to the task

Comments:

Tutor: Date:

Double marked:

Written assignment cover sheet: Lessons from the Classroom (2.4) Name: Pass Resubmit

Assessment criteria met:

 note your own teaching strengths and weaknesses in different situations in light of feedback from learners, teachers and teacher educators  identify which ELT areas of knowledge and skills you need further development in  describe in a specific way how you might develop your ELT knowledge and skills bey- ond the course  use written language that is clear, accurate and appropriate to the task

Comments:

Tutor: Date:

Double marked: Assessment Criteria

2.1 - Focus on the learner

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750 – 1,000 words 1. showing awareness of how a  investigation of the learning context learner’s/learners’ background(s), previous and assessment of learner needs with learning experience and learning style(s) reference to a specific learner or group affect learning of learners 2. identify the learner’s/learners’  identification of sources for language language/skills needs development and, where appropriate, personal support 3. correctly using terminology relating to the description of language systems and  suggestions for specific language/skill language skills focused activities and an explanation/rationale for the use of 4. selecting appropriate material and/or these activities with the specific resources to aid the learner’s/learners’ learners outlined language development

5. providing a rationale for using specific activities with a learner/learners

6. finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task

2.2 - Language related tasks

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750 – 1,000 words 1. analysing language correctly for teaching  identification of significant features purposes of the form, phonology, meaning and use of language items/areas 2. correctly using terminology relating to form, and the use of relevant information meaning and phonology when analysing from reference materials language

3. accessing reference materials and referencing information they have learned about language to an appropriate source

4. using written language that is clear, accurate and appropriate to the task 2.3 - Language skills related tasks

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750 – 1,000 words 3. correctly using terminology that relates to  evidence of the candidate’s language skills and sub-skills background reading in the topic area 4. relating task design to language skills development  identification of the receptive language skills and/or sub-skills 5. finding, selecting and referencing information that could be practised and from one of more sources using written language developed using course book that is clear, accurate and appropriate to the task 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

2.4 – Lessons from the classroom

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750 – 1,000 words 4. noting their own teaching strengths and  candidates’ identification of their own weaknesses in different situations in light of teaching strengths and development feedback from learners, teachers and needs teacher educators

 reflection on their own teaching 5. identifying which ELT areas of knowledge and skills they need further development in  reflections on the implications for their own teaching from the observations of 6. describing in a specific way how they might experienced ELT professionals and develop their ELT knowledge and skills colleagues on the course beyond the course

 identification of action points 7. using written language that is clear, accurate and appropriate to the task

The CELTA syllabus and assessment criteria The CELTA booklet "syllabus and assessment guidelines" gives a full overview of the syllabus and criteria for assessment. A copy is available on your wikispace for your reference.

The following information has been summarised from the booklet

Assessment Assessment is continuous and integrated. Continuous means that assessment takes place throughout each course. Integrated means that the each assessed component contributes to the overall grade. Any one component can cover a number of topics and objectives in the syllabus.

The course tutors evaluate your progress at every stage of the course, in relation to the syllabus guidelines relevant to that particular stage of the course. If they feel that your performance is not up to standard at any particular stage (i.e. that you are failing the course) you will be informed, and appropriate tutorial support will be given.

At the end of the course the course tutors recommend your final grade based on your performance in all the course components throughout the course.

The course components The three components of assessment are as follows:

 Teaching practice  Written assignments  Candidates’ professional development.

Full details of the assessment criteria can be found in the appropriate booklet. The assessment for the marking of written work is also given with each assignment.

The course programme and syllabus

Specifically, the course is designed to enable candidates to:

1. Develop an awareness of language and knowledge of the description of English and apply these to their professional practice.

2. Develop an initial understanding of the contexts within which adults learn English, their motivations and the roles of the teacher and the learner.

3. Develop familiarity with the principles and practice of effective teaching to adult learners of English.

4. Develop basic skills for teaching adults in the language classroom.

5. Develop a familiarity with the appropriate resources and materials for use with adult learners of English for teaching, testing and reference.

6. Identify opportunities for their own future development as future professionals in the field. Grades, Results and Certificates

At the end of the course your tutors will inform you whether you have passed the course or not. Please remember that your final grade will not be issued until confirmed by Cambridge ESOL. All results are still provisional until confirmation from Cambridge ESOL examinations.

The course results can be either Pass, Pass B, Pass A or Fail.

After course completion, you will be contacted to collect your certificates. If you live abroad then your certificates will be mailed to you. You receive two certificates; one with the dates of the course and your grade, and the other giving details of your specific ability on the course and an overall comment on your teaching skills.

Candidates who fail to meet the criteria in some or all assessed components will be informed that they have failed.

Course Feedback

The tutors will ask for informal feedback throughout the course. We run training courses throughout the year and your comments are invaluable in helping us to improve our programme. If you feel that there is something we need to know about the course, please tell us.

There will also be two tutorials, one at the half-way stage and one towards the end of the course. These tutorials are carried out in private and individually, and serve as a basis for discussion both of your personal progress and the course in general.

Procedure in case of a problem or complaint

If you are unhappy or worried about anything, do not wait until the time-tabled tutorials. Fix a time to see the tutor concerned.

If you have a complaint that you are unable to resolve with a particular tutor, observe the following procedure:

1. Raise the matter with the Course Director who is responsible for the overall smooth running of the course. Check which tutor is Course Director.

2. If you are unable to resolve the problem with the Course Director, or if the Course Director feels it is necessary, the problem will be referred to the Director of Teacher Training, Margaret Horrigan.

Online reading The following sites offer a range of materials and resources. Please remember that a lot of 'on- line' lesson plans are not very good and that part of Cambridge assessment criteria is to plan for a specific group of learners. This essentially means that you should not download plans from the web for teaching purposes over the duration of the CELTA course but refer to them as they may give you ideas on how to approach your own lesson planning in different ways.

● http:/celta./wikispaces.com ● http://school.discoveryeducation.com/ ● http://hotpot.uvic.ca/ ● http://www.reward-english.com/ ● http://www.breakingnewsenglish.com/ ● http://www.onestopenglish.com/ ● http://www.eslbase.com

Cambridge CELTA: Plagiarism Policy What is plagiarism? Plagiarism is the act of misrepresenting as one's own original work, the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media. How to avoid plagiarism In order to avoid plagiarism on this course, all candidates are required to appropriately acknow- ledge and reference all sources.

The following are examples of plagiarism where appropriate acknowledgement or referencing of the author or source fails to occur:  Direct copying of paragraphs, sentences, a single sentence or significant parts of a sen- tence;  Direct copying of paragraphs, sentences, a single sentence or significant parts of a sen- tence with an end reference but without quotation marks around the copied text;  Copying ideas, concepts, research results, computer codes, statistical tables, designs, im- ages, sounds or text or any combination of these;  Paraphrasing, summarising or simply rearranging another person's words, ideas, etc. with- out changing the basic structure and/or meaning of the text;  Offering an idea or interpretation that is not one's own without identifying whose idea or in- terpretation it is;  A ‘cut and paste' of statements from multiple sources;  Presenting as independent, work done in collaboration with others;  Copying or adapting another student's original work into a submitted assessment item. What are the penalties if plagiarism is detected in internally assessed work? Plagiarism can be divided into unintentional plagiarism and intentional plagiarism.  Careless or inadequate referencing, or failure to reference (unintentional plagiarism), will be considered "poor academic practice" and a demonstration of carelessness in research and presentation of evidence. In these cases, you may lose marks for that part of the assess- ment that has been plagiarised and/or you may be required to correct the error.  Intentional plagiarism will be treated as misconduct What is the impact of plagiarism on the Cambridge ESOL CELTA Award? Candidates should be aware that severe penalties are applied by Cambridge ESOL as the Award- ing Body for the Certificate in English Language Teaching to Adults (CELTA). If plagiarised work is detected in externally assessed or moderated work, penalties will range from loss of marks to dis- qualification from the qualification. Source: University of Cambridge ESOL Examinations Administration Handbook 2006 Additional questions for observation tasks

1. Lesson parts a. How does the lesson start? b. What does the teacher do? c. What are the lesson activities, how many activities are there and how much time is given to them during the lesson? d. Do learners (Ls) have enough time to complete the activities during the lesson? e. Are Ls involved in the tasks? f. Is there a clear ending to the lesson? g. What is the topic of the lesson? h. What are the main language or skills aims of the lesson? Are these appropriate for the learners? i. Are these achieved by the end of the lesson? How? j. What did you like in the lesson? Why? k. What didn’t you like? Why?

2. Rapport a. How do the learners react to the teacher? b. Does the teacher (T) use only English? c. How much English is used during the lesson? d. How does s/he refer to Ls? For example, is s/he friendly or demanding or firm or lenient? e. Does s/he motivate Ls? If yes, how? If not, why do you think so? f. Does s/he know Ls’ names? g. Does the T use any system of gestures or signs?

3. Class organization a. Does T address the whole class only? b. Do Ls work in pairs or groups? c. How much time is dedicated to student-teacher interaction and how much to pair/group work? d. What does the T do during pair/group work? Does s/he monitor Ls? How? What for? e. Are the interaction patterns suitable to the activities/lesson stages?

4. Learners (Ls) a. Do they listen to the T and follow the instructions? Why? b. Are they involved in the lesson? Why? c. Are they concentrated and attentive? Why? d. Is the ratio of English to Ls’ first language appropriate? e. How do Ls show interest and boredom? f. How are they seated throughout the lesson? g. Do they change their seating positions at logical moments? h. How do Ls know if what they’ve produced is correct or not? i. Is there ample opportunity for peer teaching & checking? j. Do the Ls have enough chance to speak? k. Do they have a chance to express their ideas and be creative?

5. Instructions & explanations a. Note down all the T’s instructions. b. Are they short and clear? c. Does the T have to rephrase them, repeat them? d. Has the teacher checked that the Ls know what they have to do? How? e. Is it done in English? Yes/no, why? f. Do Ls ask additional questions? Why? Why not?

6. Error correction a. Are mistakes corrected immediately or is delayed correction provided? b. How are mistakes corrected? c. Are Ls corrected in the same way no matter what they are doing: grammar tasks, listening, reading, speaking or writing tasks? d. Does the T encourage self-correction? e. What feedback does the T provide the Ls with and why?

7. Use of materials & aids a. What materials are used during the lesson? Are they appropriate for the Ls? b. What audio materials /visual prompts are used? Why? How? c. Do they stimulate Ls or not? Why? d. How is board work organised? e. Are materials error-free? f. Do the materials look professional? g. Do the materials help or hinder the overall aims? How?

8. Skills based lessons a. Note down all the steps that are followed. b. Do the steps relate to procedures recommended in seminars? How? c. Are the Ls interested in what they are doing? Why? d. What is the teacher doing in practice moments? e. Have the Ls fully completed each task? How? Why are they doing the tasks? f. How does each task lead up to the main aim? g. Would you like to be a student in this class? Why? h. Do Ls have opportunities o relate the topic to the real world? i. Do the Ls have a good understanding of the text by the end of the lesson?

9. Systems based lessons a. Is the language contextualised? How? b. Are the teaching tools used appropriately? How? c. Are the Ls 100% sure of meaning? How? d. Is form, meaning and use dealt with for vocabulary/grammar? How? e. Are the language items appropriate for the learners? How? f. Do Ls have a record of items learnt? g. Do Ls get an opportunity to use the items meaningfully? (Yes? Check Task 8 above)

10. Miscellaneous a. Was there anything you would use from the lesson? Why? b. Was there any moment you felt confused? Why? c. Were the Ls interacting in real-life skills? d. Were the Ls always challenged appropriately? e. ______? f. ______?