Celta syllabus and assessment guidelines
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Planning and teaching
By the end of the six hours’ assessed teaching practice, successful candidates at Pass level should show convincingly 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 4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson 4d presenting the materials for classroom use with a professional appearance, and with regard to copyright 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 subskills 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 preferences 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 16 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 style and register 2g providing appropriate practice of language items 3a helping learners to understand reading and listening texts 3b helping learners to produce oral and written language 3c helping learners to develop writing skills 5a arranging the classroom appropriately for teaching and learning, bearing in mind safety regulations of the institution 5b setting up and managing whole-class and/or group or individual activities as appropriate 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 5k beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to the teaching institution clear to learners 5l maintaining accurate and up-to-date records in their portfolio 5m noting their own teaching strengths and weaknesses in different teaching situations in light of feedback from learners, teachers and teacher educators 5n Yüklə 334,5 Kb. Dostları ilə paylaş:
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