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1 ContentsIntroduction ..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 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 223 IntroductionIntroductionCertificate in Teaching English to Speakers of Other Languages (CELTA)Target candidatureThe Certificate in Teaching English to Speakers of Other Languages (CELTA)is an introductory course forcandidates who have little or no previous English Language teaching experience.

Syllabus overview 7 3.3 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

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1 1 ContentsIntroduction ..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 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 223 IntroductionIntroductionCertificate in Teaching English to Speakers of Other Languages (CELTA)Target candidatureThe Certificate in Teaching English to Speakers of Other Languages (CELTA)is an introductory course forcandidates who have little or no previous English Language teaching experience.

2 It may also be suitable forcandidates with some experience but little previous training. Course aimsThe 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 contextCandidates who complete the course successfully can begin working in a variety of ESOL teaching contextsaround the OverviewThis 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 boththe subject knowledge and the pedagogic knowledge and skills required for beginner ESOL teachers.

3 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 professionalismUnits 1, 4 and 5 focus on the preparation and delivery of ESOL teaching programmes. Units 2 and 3 focus onthe content of ESOL teaching programmes as well as the pedagogic knowledge required for teaching languageand language overviewCELTA is awarded to candidates who have completed the course and who have met the assessment criteria forall written and practical overall assessment aims for each unit are that candidates should be able to:1.

4 Assess learner needs, and plan and teach lessons which take account of learners backgrounds, learningpreferences and current needs2. demonstrate language knowledge and awareness and appropriate teaching strategies 3. demonstrate knowledge about language skills and how they may be acquired4. plan and prepare lessons designed to develop their learners overall language competence5. demonstrate an appropriate range of teaching skills at this level and show professional awareness andresponsibility4 IntroductionAssessment FrameworkThere are two components, Component One: Planning and teaching and Component Two: Classroom-relatedwritten assignments (of which there are four assignments in total).

5 CELTA is internally assessed and externally moderated by a Cambridge ESOL approved assessor who samplesportfolios and teaching practice and who discusses and agrees the grades for all 1 outlines the relationship of the assessment aims to the assessed work Indicates a main assessment area indicates secondary assessment areaTable 1 Assessment gridTable 2 Summarises the primary assessment tasks for each unitCambridge ESOL Teaching Awards reserves the right to request samples of any work during and up to one yearafter the programmesCertificate course programmes are designed by individual centres using the syllabus and course will have a minimum of 120 contact hours including: Input Supervised lesson planningComponent One:Planning and TeachingComponent Two:Classroom-related written assignmentsAimLesson PlansTeachingAssignment 1 Assignment 2 Assignment 3 Assignment 412345 UnitsAssessment1.

6 Learners and teachers, and the teaching and learning context2. Language analysis and awareness3. Language skills: reading, listening, speaking and writing4. Planning and resources for different teaching contexts5. Developing teaching skills and professionalismPlanning and teachingWritten assignment 1 Planning and teachingWritten assignment 2 Planning and teachingWritten assignment 3 Planning and teachingWritten assignment 4 Planning and teachingWritten assignment 45 Introduction Teaching practice (six assessed hours) Feedback on teaching Peer observation Observation of experienced teachers (minimum six hours) Consultation timeCandidates will need to dedicate a minimum of 80 hours for the required reading, research, pre- and post-session tasks, assignments and lesson overviewSyllabus overviewUNIT 1 LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING Cultural, linguistic and educational Motivations for learning English as an Learning and teaching Context for learning and teaching Varieties of Multilingualism and the role of first languagesUNIT 2 LANGUAGE ANALYSIS AND Basic concepts and terminology used in ELT for describing form and meaning in language andlanguage Grammar Grammatical frameworks: rules and conventions relating to words, sentences, paragraphsand Lexis.

7 What it means to know a word; semantic relationships between Phonology: The formation and description of English phonemes; features of connected The practical significance of similarities and differences between Reference materials for language Key strategies and approaches for developing learners language knowledgeUNIT 3 LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND Basic concepts and terminology used for describing reading Purposes of Decoding Potential barriers to Basic concepts and terminology used for describing listening Purposes of Features of listening Potential barriers to listening7 Syllabus Basic concepts and terminology used for describing speaking Features of spoken Language Paralinguistic Phonemic Basic concepts and terminology used for describing writing Sub-skills and features of written Stages of teaching Beginner English spelling and Key strategies and approaches for developing learners receptive and productive skillsUNIT 4 PLANNING AND RESOURCES FOR DIFFERENT

8 TEACHING Principles of planning for effective teaching of adult learners of Lesson planning for effective teaching of adult learners of Evaluation of lesson The selection, adaptation and evaluation of materials and resources in planning (including computerand other technology based resources) Knowledge of commercially produced resources and non-published materials and classroom resourcesfor teaching English to adultsUNIT 5 DEVELOPING TEACHING SKILLS AND The effective organisation of the Classroom presence and Teacher and learner The use of teaching materials and Practical skills for teaching at a range of The monitoring and evaluation of adult Evaluation of the teaching/learning Professional development: Professional development.

9 Support systems8 Unit 1 Learners and teachers and the teaching and learning context RefSyllabus contentLearning outcomesAssessmentSuccessful candidates , linguisticand educationalbackgroundsdemonstrate an understanding of the range ofbackgrounds and experiences that adult learners bringto their classesTeaching practice:planning andteachingAssignment: Focuson the forlearning English asan adulta. demonstrate an understanding of the differentmotivations and expectations that adults bring tolearning Englishb. identify ways in which personal factors may affectlanguage learningc. make practical use of this knowledge andunderstanding to plan and teach with sensitivityd. develop and maintain motivation, identify andrespond to andteaching stylesa.

10 Demonstrate an awareness of the different learningstyles and preferences that adults bring to learningEnglishb. demonstrate an awareness of the different rolesteachers may adopt at different stages of teachingand in different teaching/learning contextsc. make practical use of this awareness in planningand forlearning andteaching Englisha. understand in broad terms the context in whichteaching is taking place with special reference tothe learners, the physical surroundings and theavailability of resourcesb. understand the broad range of learning needsincluding the needs of learners with learningdifficulties and/or disabilitiesc. make practical use of this understanding inadapting teaching to contexts and learners ofEnglisha.


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