APPENDIX 1

Notes to help you prepare for tutorials: the following are examples of what you need to do to
show that you have achieved the assessment criteria.

• prepare and plan for the ef~tiv teaching of adult ESOL learners by:

TOPIC 4- PLANNING AND RESOURCES FOR DIFFERENT TEACHING CONTEXTS

4a identifying and stating appropriate aims/outcomes for individual lessons
o write clear aims
o know the difference between main and subsidiary aims
4b ordering activities so that they achieve lesson aims
o sequence the activities/stages of a language focus lesson in one of the ways you have learnt
on the course and so that aims are achieved
o sequence the activities/stages of a skills lesson in one of the ways you have learnt on the
course so that aims are achieved
4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for
the lesson
o choose materials, tasks and activities from coursebooks and other sources that meet your
aims
o create extra materials and tasks when appropriate
o adapt texts so they are easier or more relevant for your learners
o adapt tasks so that they present either more or less challenge for learners
4d presenting the materials for classroom use with a professional appearance, and with regard to
copyright requirements
o make sure your handouts are legible for students
o remember to put a copyright label on photocopies
4e describing the procedure of the lesson in sufficient detail
o indicate what the learners will do so it is clear to someone reading the plan
o indicate what the teacher will do so it is clear to someone reading the plan
\
4f including interaction patterns appropriate for the materials and activities used in the lesson ·
o identify and state interaction patterns for each stage of the lesson in the procedure of the
lesson plan, for example teacher-student, student-student, students work in pairs, students
work in groups
4g ensuring balance, variety and a communicative focus in materials, tasks and activities
o ensure that there is a balance between teacher input and student practice
o ensure that there is a balance between teacher-led activity and student-centred activity
o ensure that there is variety in terms of activity type in the lesson, for example, oral as well as
written practice, listening as well as oral practice
o ensure that there is variety in terms of materials, tasks and activities in the lesson
4h allocating appropriate timing for different stages in the lessons
o divide the procedure into clear stages in your lesson plan and indicate how long you think each
stage will take
4i analysing language with attention to form, meaning and phonology and using correct terminology
o show that you can analyse language in detail for any language focused on in a lesson
o show how the form will be clarified on the board
o indicate how the concept will be established and checked
o indicate significant aspects of pronunciation relating to this language

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4j anticipating potential difficulties with language, materials and learners
o list on the lesson plan cover sheet any potential problems for learners with language: form,
meaning , pronunciation
o list on the lesson plan cover sheet any potential problems for learners with tasks
4k suggesting solutions to anticipated problems
o show on the lesson plan coversheet how you plan to deal with potential problems with
language and tasks
41 using terminology that relates to language skills and subskills correctly
o write aims for skills lessons which relate to developing receptive and productive skills and
subskills- e.g. developing skim reading skills, listening for gist
4m working constructively with colleagues in the planning of teaching practice sessions
o liaise and co-operate willingly and constructively with your peers in supervised lesson
preparation
4n reflecting on and evaluating their plans in light of the learning process and suggesting
improvements for future plans
o discuss and note the strengths and weaknesses of your lesson plan after your lesson
o address weak areas in the planning of future TP lessons

• demonstrate professional competence in the classroom by:

TOPIC 1 -LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1a teaching a class with an awareness of the needs and interests of the learner group
o find out from learners and peers about the needs and interests of learners
o use this information for selecting materials and activity types where appropriate
o use this information when setting up pair and group work and dealing with learners in open
class where appropriate
1b teaching a class with an awareness of learning preferences and cultural factors that may affect
learning
o find out from learners and peers about the cultural backgrounds of learners
o use this information for selecting materials and activity types where appropriate
o use this information when setting up pair and group work and dealing with learners in open
class where appropriate
1c acknowledging, when necessary, learners' backgrounds and previous learning experiences
o find out from learners and peers about the learning backgrounds of learners
o find out about the linguistic strengths and weaknesses of learners
o use this information for selecting materials and activity types where appropriate
o use this information when setting up pair and group work and dealing with learners in open
class where appropriate
1d establishing good rapport with learners and ensuring they are fully involved in learning activities
o build a positive classroom atmosphere
o interact naturally with learners before, during and after the lesson
o maintain eye contact
o ensure that learners are involved in the lesson during teacher-fronted and learner-centred
stages of the lesson

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TOPIC 2- LANGUAGE ANALYSIS AND AWARENESS
2a adjusting their own use of language in the classroom according to the learner group and the
context
o use simple language to give instructions and when explaining
o keep your simplified language natural
o allow learners opportunity to speak by keeping teacher talk to an appropriate level
2b identifying errors and sensitively correcting learners' oral and written language
o show an awareness of student errors
o correct learners' language sensitively during controlled oral practice activities
o give feedback on oral errors after a communicative activity
o correct learners' language sensitively during controlled written practice activities
o correct freer written tasks set in class or set for homework
2c providing clear contexts and a communicative focus for language
o provide a context for language by means of text, situation or task using visual aids and realia
as appropriate
o ensure there is a clear link between the context and the target language
o ensure that the context provides learners with sufficient opportunity for communicative practice
2d providing accurate and appropriate models of oral and written language in the classroom
o choose natural examples of language from context
o ensure new language models are natural and accurate when drilling
o highlight the target language clearly
o ensure language used on the board and on worksheets is correct in terms of spelling and
punctuation
2e focusing on language items in the classroom by clarifying relevant aspects of meaning and form
(including phonology) to an appropriate degree of depth
o clarify the meaning of language in language-based lessons by using one of the ways you have
learnt on the course, e.g. concept questions, timelines or a learner-centred task
o clarify the form of language in language-based lessons by using one of the ways you have
learnt on the course, e.g. using the board or a learner-centred task
o clarify the pronunciation of language in language-based lessons in one of the ways you have
learnt on the course, e.g. finger highlighting, highlighting on the board
2f showing awareness of differences in register
o show awareness of formal, neutral and informal language
o show awareness of how language changes according to the different contexts in which it is
used
2g providing appropriate practice of language items
o provide as much practice in context as possible
o ensure the practice is appropriate to the target language
o stage practice activities logically

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TOPIC 3- LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3a helping learners to understand reading and listening texts
o follow teaching procedures you have learnt on the course for a receptive skills-based lesson
o ensure an appropriate focus on developing receptive skills and subskills
3b helping learners to produce oral and written language
o follow teaching procedures you have learnt on the course for a speaking skills-based lesson
o ensure an appropriate focus on developing speaking skills and subskills
o ensure a communicative focus in speaking activities
o provide learners with opportunities to practise writing in language-focused and skills lessons
o ensure an appropriate focus on practising writing skills and subskills

TOPIC 5- DEVELOPING TEACHING SKILLS AND PROFESSIONALISM

5a arranging the physical features of the classroom appropriately for teaching and learning, bearing in
mind safety regulations of the institution
o arrange the furniture and equipment in the classroom to suit different types of activity
5b setting up and managing whole class and/or group or individual activities as appropriate
o give clear instructions for pair, group, individual and plenary work
o organise the learners in pair, group, individual and plenary work
o give an example or demonstration of the task if appropriate
5c selecting appropriate teaching techniques in relation to the content of the lesson
o recognise different lesson types (skills based, language focus based) and follow teaching
procedures you have learnt on the course to achieve the aims of different types of lesson
5d managing the learning process in such a way that lesson aims are achieved
o ensure that the activities and tasks help achieve the aim of the lesson
o ensure there is an appropriate balance between teacher-fronted and learner-centred activities
o be sufficiently directive when appropriate
o keep a low profile when appropriate
o know when to intervene or not
5e making use of materials, resources and technical aids in such a way that they enhance learning
o use games, puzzles, pictures, realia, audio material to help learners learn and to provide
practice
o use technical aids (OHP, video, projector or sound system) so that they are clear to all
5f using appropriate means to make instructions for tasks and activities clear to learners
o use simple language to give instructions for tasks and activities
o give instructions at an appropriate stage of the lesson
o give an example or demonstration of the task if appropriate
o check that learners have understood instructions for tasks and activities
5g using a range of questions effectively for the purpose of elicitation and checking of understanding
o use questions for
• setting context
• building up information
• assessing learners' prior knowledge
• checking meaning of language items
• checking understanding of instructions

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5h providing learners with appropriate feedback on tasks and activities
o give learners time to check the answers to tasks in pairs
o provide feedback on both the content of activities and the language used in them
o use a variety of techniques in order to give feedback on activities
5i maintaining an appropriate learning pace in relation to materials, tasks and activities
o keep teacher language and explanation to a minimum
o allow time for learners to complete tasks without allowing activities to go on too long
o be aware of when learners are ready to move on to the next stage of the lesson
5j monitoring learners appropriately in relation to the task or activity
o listen to learners attentively but unobtrusively during stages of the lesson
o know when to intervene in learner-centred activities
o ensure that your attention is spread evenly amongst the learners
o know when to move on to the next stage of the lesson
5k beginning and finishing lessons on time and, if necessary, making any relevant regulations
pertaining to the teaching in.stitution clear to learners
o ensure that you are in the classroom in good time to begin your lesson on time
o ensure that your materials are prepared in good time to begin your lesson on time
o ensure that you finish your lesson on time and that you do not exceed your allotted time
o ensure learners are aware of start and finish times as required
o ensure you pass on any relevant administrative information to learners when required
51 maintaining accurate and up-to-date records in their portfolio
o update your CELTA 5 booklet each day
o file TP and assignment documents (in the correct order) in your portfolio each day
5m noting their own teaching strengths and weaknesses in different teaching situations in light of
feedback from learners, teachers and teacher educators
o complete a written self-evaluation for each TP lesson noting your strengths and weaknesses
o incorporate feedback from others in future TP lessons
5n participating in and responding to feedback
o evaluate your own lessons and your colleagues' lessons critically but constructively in TP
feedback
o suggest strategies for improving weak areas
o respond positively to comments, suggestions and criticism made by peers and tutors on your
lessons
o make constructive suggestions on your peers' teaching

This appendix is an adaptation of a document devised by Craig Thaine at Languages International, Auckland and
Graeme Holdaway at Waiariki Institute of Technology, Rotorua, New Zealand.

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APPENDIX 2- CELTA Performance Descriptors

The CELTA performance descriptors are for use at the end of the course to determine final recommended grades.
By the end of the course, candidates' performance must match ALL of the descriptors at a particular passing grade in order to achieve that grade.

Pass Pass B Pass A

Planning Candidates can plan effectively with Candidates can plan effectively with some Candidates can plan effectively with
guidance. They can analyse target guidance. They can analyse target minimal guidance. They can analyse target
language adequately and generally select language well and select appropriate language thoroughly and select
appropriate resources and tasks for resources and tasks for successful appropriate resources and tasks for
successful language and language skills language and language skills development. successful language and language skills
development. development.

Teaching Candidates can generally deliver effective Candidates can deliver effective language Candidates can deliver effective language
language and skills lessons, using a variety and skills lessons, using a variety of and skills lessons, using a variety of
of classroom teaching techniques with a classroom teaching techniques classroom teaching techniques
degree of success. successfully. successfully.

Awareness of Candidates show some awareness of Candidates show good awareness of Candidates show very good awareness of
learners learners and some ability to respond so learners and can respond so that learners learners and can respond so that learners
that learners benefit from the lessons. benefit from the lessons. benefit from the lessons.

Reflection Candidates can reflect on some key Candidates can reflect on key strengths Candidates can reflect on key strengths
strengths and weaknesses and generally and weaknesses and generally use these and weaknesses and consistently use
use these reflections to develop their reflections to develop their teaching skills. these reflections to develop their teaching
teaching skills. skills.

Overall Candidates' planning and teaching show Candidates' planning and teaching show Candidates' planning and teaching show
satisfactory understanding of English good understanding of English language excellent understanding of English
language learning and teaching processes learning and teaching processes at GELT A language learning and teaching processes
at GELT A level. level. at GELT A level.

All CELTA assessment criteria are achieved and requirements for written work are met.

Fail
Candidates' performance does not match all of the Pass descriptors.
Some CELTA assessment criteria are not achieved and/or requirements for written work are not met.

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