CELTA 5 - Stage 2 Progress Sheet
CELTA 5 - Stage 2 Progress Sheet
CELTA 5 - Stage 2 Progress Sheet
Other Languages
CELTA
CELTA 5
Centre Number: B R 6 4 1
Centre Name: .Target Language services.....
Dominic Walters
Julice Daijo
.....................................................................................................................................
ULN is a 10-digit identifier which is applied, where required, to the Personal Learning Record of anyone over
the age of 14 involved in UK education or training.
This booklet has to be submitted during the course and at the end of the course for
assessment purposes.
ROLES AND RESPONSIBILITIES OF CANDIDATES, CENTRES AND
CAMBRIDGE ASSESSMENT ENGLISH
Candidates
The Centre
CELTA 5: 01/04/2018 1
• to display the Centre Authorisation Certificate and ensure that the CELTA
Syllabus and the CELTA Administration Handbook are available on request
• to make candidates aware of the centre’s internal complaints procedure
• to provide an end-of-course report for candidates
• to despatch certificates issued by Cambridge English
• where relevant in UK learning and skills contexts, to obtain on behalf of the
candidate a unique learner number (ULN) and a learner record
Cambridge English
• to approve centres
• to provide the syllabus and assessment criteria
• to quality assure course delivery and assessment
• to ensure trainers are selected and trained in line with Cambridge English
guidelines
• to hold regular Grade Review meetings to review and confirm candidates’
results
• to issue candidates’ certificates
• to follow up any appeals (see Cambridge English Appeals Procedure page 4)
• to provide advice and support to centres
CELTA 5: 01/04/2018 2
CANDIDATE PORTFOLIO
The Candidate Portfolio represents the work on the course which will be assessed in
order for your final course grade to be awarded. The portfolio must be kept
up-to-date and must be handed in at the end of the course to your course tutor in
order for final grade assessment to take place.
The portfolio is retained at the centre for six months after your course. You may take
copies of any of the content you wish to keep before handing it in at the end of the
course or advise the centre before the end of the six-month retention period if you
wish to have your portfolio returned to you. Your centre may charge an administration
fee for processing this request. Please make sure that only original documents are
filed in the portfolio, and not copies.
Portfolio Contents
Portfolio Organisation
The portfolio is divided into sections. It must be organised in the following way:
• This Candidate Record Booklet
• TP lessons, in reverse chronological order (last lesson at the front) to include:
o lesson plan
o copies of materials, lesson handouts, worksheets given to learners
o self-evaluation
o tutor feedback comments
• Written assignments to include:
o written assignment
o tutor feedback comments
I confirm that I have understood and accept the above requirements for the CELTA
portfolio and that without meeting these requirements, it will not be possible for my
work on the course to be assessed for the purpose of awarding the certificate. I
understand that if I do not submit my portfolio at the times specified by the centre, I
will be considered as having withdrawn from assessment and will not receive a final
recommended grade.
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CAMBRIDGE ENGLISH APPEALS PROCEDURE
If you have concerns regarding the course provision or the assessment of your performance
during the course, these should be raised with the centre as soon as possible, so that the
centre has an opportunity to address them while the course is still in progress.
In addition, each course is visited by an external assessor for quality assurance purposes.
The assessor checks the extent to which centres/courses are meeting Cambridge English
requirements regarding, e.g. course delivery, facilities, assessment of candidate performance.
You may request an opportunity to speak to the assessor about your concerns during their
visit which usually takes place towards the end of the course.
Early discussion with your centre may help to resolve issues. However, in some cases,
concerns may persist. For this reason, centres are required to have an internal complaints
procedure to help to address any unresolved issues.
At the end of the course – candidate concerns about the final recommended grade
If you are unhappy with the final grade recommended by your tutors at the end of the course,
you should raise this with your centre in the first instance. A representative from the centre
should discuss with you the reasons for the final recommended grade. If you are dissatisfied
with the outcome of this discussion, you can request to complete the centre’s internal
complaints procedure.
Please note that all grades recommended by a centre at the end of a course remain
provisional until confirmed by Cambridge English after verification by a Chief Assessor.
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Appeal Stage One
Candidates may request an enquiry regarding a result and/or make a complaint about course
provision. There is an administrative fee payable as part of the Appeal Stage One, the details
of which can be found in the Cambridge English Teaching Qualifications Stage One
Appeal Form. Where investigation leads to a change of grade, the appeal fee will be
refunded.
All requests for an appeal must be sent to Cambridge English via the centre within two
weeks of you receiving your final result. Please note that an appeal must be made by you
and not by a third party.
An investigation into an appeal involves a clerical check of the result by Cambridge English
and scrutiny of the following:
Your centre will provide you with the Cambridge English Teaching Qualifications Stage
One Appeal Form. This can be downloaded from the Teaching Qualifications section of the
Customer Support Website. Please complete the form, detailing all your concerns and submit
this to your centre.
Once the centre has received a copy of the form, the centre writes their response to the
issues raised. The centre sends to Cambridge English your form, their response to your
appeal and your portfolio and other related documentation within two weeks of receiving your
completed Stage One Form.
A Chief Assessor, who has had no previous involvement with your course/result, reviews the
documentation and prepares a report. The report is then sent to an independent reviewer who
reviews the decision and confirms whether the appeals procedure has been followed
correctly. In addition, any concerns noted by the independent reviewer from their scrutiny of
the centre and candidate documentation are raised with the centre by a Cambridge English
Assessment Manager.
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Appeal Stage Two
If you are dissatisfied after receiving your Stage One report, you have the opportunity to
submit an appeal for review by an Independent Appeals Investigator – a Stage Two Appeal.
You can request the Cambridge English Teaching Qualifications Stage Two Appeal
Form from the Cambridge English Teaching Qualifications Appeals email address:
TeachingAwardAppeals@CambridgeEnglish.org
A Stage Two Appeal must be submitted by you and not by a third party within two weeks of
receiving the Stage One report.
There is an administrative fee payable as part of the Stage Two Appeal, and the details of the
fees can be found in the Cambridge English Teaching Qualifications Stage Two Appeal
Form.
You will be provided with a formal report from an Independent Appeals Investigator. There is
no further re-assessment of your work at this stage. The Independent Appeals Investigator
will only consider concerns raised regarding a centre’s conduct, course provision and/or
concerns about the way that Cambridge English handled the Stage One Appeal.
Additional Information
Please note that Cambridge English is not able to investigate spoken comments, or incidents
that took place during the course for which there is no record. It is also not possible for
Cambridge English to intervene in the following:
CELTA 5: 01/04/2018 6
CANDIDATE GUIDE TO ASSESSMENT
Course content
The course covers five topic areas. These are listed in Table 1 below.
Programme delivery
Courses are designed to deliver an integrated programme. They are not designed to
deliver each topic area as a block of learning and most sessions in the programme
will make reference to subject matter covered in more than one area. For example, a
language analysis session may include language analysis for the teacher (Topic 2,
Language analysis and awareness); problems particular learners may have with a
language area (Topic 1, Learners and teachers and the teaching and learning
context); strategies for classroom teaching (Topic 4, Planning and resources and
Topic 5, Developing teaching skills and professionalism). Over the course, you build
up knowledge related to all the topics covered in the CELTA Syllabus while at the
same time developing your classroom skills.
Assessment
The following table summarises how the assessment relates to the five topics.
Written assignment titles are in italics.
Topic 4 Planning and Lessons from the classroom; Language related tasks;
resources for Lesson planning and Skills assignment;
different teaching teaching; Focus on the learner
contexts Lesson evaluations
Topic 5 Developing teaching Lessons from the classroom; Focus on the learner;
skills and Lesson planning and Skills assignment;
professionalism teaching; Language related tasks
Lesson evaluations
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Assessment of written work
Written assignments are graded Pass/Fail. You must meet all the criteria for written
work during the course (see page 12). The assessment criteria for each written
assignment are detailed in the CELTA Syllabus. The full syllabus can be accessed
on the Cambridge English website at www.CambridgeEnglish.org/teaching
Continuous assessment
Final grading
The final grade is a holistic assessment rather than an average of grades and will
take into account the factors outlined above. Weak lessons early in the course do not
count against you if sufficient progress is achieved. Lessons in the early part of the
course will be graded in relation to the stage of the course and your lessons in the
second half of the course need to show that progress has been made and that you
are able to plan and teach more independently. A satisfactory final lesson does not
automatically indicate an overall pass. An overall pass will depend on whether you
have been able to achieve the main assessment objectives in the course as a whole.
See also Appendix 2 – CELTA performance descriptors, which describes
performance required for each passing grade.
Charting progress
Your progress over the course is charted in this record booklet, which is called
CELTA 5. You also receive written feedback after each teaching practice session. In
addition, you receive at least one individual tutorial during the course.
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RECORD OF ATTENDANCE
Please note that 100% attendance is expected. However, in the event of unavoidable absence such as illness, family bereavement or
unexpected family commitment, this must be recorded (see below) and the work from the session missed must be made up.
Date/Times of Session missed Reason How work made up, Tutor signature
unavoidable e.g. discussion with tutor/tasks
absences completed
Please note that unexplained or inappropriate absences/late arrivals will be recorded by the Course Tutor.
Date/Times of other Session missed Reason Work made up Candidate comment Tutor comment/
absences/late arrivals signature
9
CELTA 5: 01/04/2018
RECORD OF OBSERVATIONS OF EXPERIENCED CLASSROOM TEACHERS (INCLUDING FILMED OBSERVATIONS)
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RECORD OF ASSESSED TEACHING PRACTICE
You are to complete the following table each time you teach. All the information you need is to be found on the lesson feedback sheets your
tutor gives you.
Check with your tutor/lesson guidance notes if you are not clear as to what to write in the ‘Lesson focus’ column.
45
45
45
* Candidates are reminded that tutor assessments relate to the standard of the lesson for that stage of the course, and do not represent a
final assessment or grade.
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RECORD OF ASSESSMENT OF WRITTEN ASSIGNMENTS
During the course, you are required to produce four assignments for assessment purposes. These
are practical in nature and help to synthesise principles and practice from your teaching and learning
on the course. You need to read the rubrics carefully, and address the questions set. Please note
that two assignments can be conflated at the discretion of the centre, in which case both sections of
the assignment will receive separate grades.
You will be given written feedback on each assignment, and a grade (Pass or Fail). Written
assignments are marked for their content and their standard of English and you must pass in both
areas to be awarded an overall pass for the assignment. If you are given a printed format for an
assignment, please use it. A minimum of two of the assignments must be written in suitably formal,
continuous prose. Written work can be handwritten (provided that it can be read easily) or typed. You
will be required to confirm that the written work is your own.
In the event that any piece of work is considered unsatisfactory, you will have one opportunity to
resubmit that piece of work during the course. If still unsatisfactory after resubmission, it will be
graded as Fail.
It is possible to fail one written assignment and still pass the course, provided that you have
demonstrated elsewhere in your coursework that you have met the criteria on which that assignment
focused. However, if you fail one assignment, it is not possible to be awarded a Pass ‘A’ for a final
course grade.
If you fail two written assignments, you cannot be awarded a Pass grade at the end of the course.
When you get an assignment back from your tutor, record the grade you have received in the
appropriate boxes below.
Skills assignment
Please note that severe penalties are applied if plagiarised work is detected. These will range from
loss of marks to disqualification and a ban on re-entry for a period of up to three years.
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STAGE ONE PROGRESS RECORD
This form will be completed by your tutor in the first third of the course.
Some centres may hold a tutorial with you at the same time, but this is not obligatory.
Having read and agreed with the summary, sign and date the report.
Strengths
I have read and agree/do not agree with the above comments.
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STAGE TWO PROGRESS RECORD
With this record, a tutor will conduct a one-to-one tutorial with you.
Look at the list of criteria for teaching practice on the following pages. All of these criteria are
taken from the CELTA Syllabus. In order to pass the course, you are required to demonstrate
that you have met all of the criteria convincingly and consistently by the end of the course.
Before your tutorial, please read through your lesson plans, teaching practice feedback notes
from tutors and any written work you have had marked and returned.
Then look at the list of criteria for teaching practice on the following pages (for further guidance
on these criteria, see Appendix 1). In the column marked ‘You’, indicate the extent to which you
feel you have demonstrated each of the criteria at this stage of the course by:
* Putting ‘S+’ for ‘Above the Standard’ expected at this stage of the course
* Putting ‘S’ for ‘Meets the Standard’ expected at this stage of the course
* Putting ‘N’ for ‘Not to Standard’ in relation to the standard expected at this
stage and therefore needs more work in order to pass the course
* Putting ‘X’ for ‘Not Applicable’ at this stage in the course because you have
not yet focused on teaching or planning skills associated with that
criterion.
Then complete the boxes marked ‘You’ with reference to the written assignments and any other
areas you wish to discuss.
Choose the statement which you believe is the most appropriate description of your overall
progress so far on the course (Overall Progress – Candidate’s Assessment). Then, in the box
provided, list the areas which you think you need to work on.
Either before, during or after the tutorial, your tutor will complete the column marked ‘Tutor’,
indicating whether they agree with your self-assessment or not.
During the tutorial, you might like to take notes. Your progress to date will be discussed, as will
any strategies to help you with any difficulties you are having.
The tutor will summarise key issues concerning your progress in the appropriate box.
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STAGE TWO PROGRESS RECORD – HOURS TAUGHT
Planning for teaching
4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the S
lesson
4d presenting the materials for classroom use with a professional appearance, and with regard to S
copyright requirements
4e describing the procedure of the lesson in sufficient detail S
4f including interaction patterns appropriate for the materials and activities used in the lesson S
4g ensuring balance, variety and a communicative focus in materials, tasks and activities S
4i analysing language with attention to form, meaning and phonology and using correct terminology S
4n reflecting on and evaluating their plans in the light of the learning process and suggesting S
improvements for future plans
CELTA 5: 01/04/2018 15
Teaching practice
TOPIC 1 – LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1a S
teaching a class with an awareness of the needs and interests of the learner group
1b S
teaching a class with an awareness of learning preferences and cultural factors that may affect
learning
1c S
acknowledging, when necessary, learners’ backgrounds and previous learning experiences
1d S
establishing good rapport with learners and ensuring they are fully involved in learning activities
TOPIC 2 – LANGUAGE ANALYSIS AND AWARENESS
2a S
adjusting their own use of language in the classroom according to the learner group and the context
2b S
identifying errors and sensitively correcting learners’ oral and written language
2c S
providing clear contexts and a communicative focus for language
2d S
providing accurate and appropriate models of oral and written language in the classroom
2e NS
focusing on language items in the classroom by clarifying relevant aspects of meaning, form and
phonology to an appropriate depth
2f S
showing awareness of differences in register
2g S
providing appropriate practice of language items
TOPIC 3 – LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3a S
helping learners to understand reading and listening texts
3b helping learners to produce oral and written language S
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Candidates can demonstrate their learning by: You Tutor
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
5b S
setting up and managing whole class and/or group and individual activities as appropriate
5c S
selecting appropriate teaching techniques in relation to the content of the lesson
5d S
managing the learning process in such a way that lesson aims are achieved
5e S
making use of materials, resources and technical aids in such a way that they enhance learning
5f S
using appropriate means to make instructions for tasks and activities clear to learners
5g S
using a range of questions effectively for the purpose of elicitation and checking of understanding
5h NS
providing learners with appropriate feedback on tasks and activities
5i S
maintaining an appropriate learning pace in relation to materials, tasks and activities
5j NS
monitoring learners appropriately in relation to the task or activity
5k NS
beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining
to the teaching institution clear to learners
5l NS
maintaining accurate and up-to-date records in their portfolio
5m S
noting their own teaching strengths and weaknesses in different teaching situations in light of
feedback from learners, teachers and teacher educators
5n S
participating in and responding to feedback
CELTA 5: 01/04/2018 17
Written assignments:
Consider the written assignments and identify any issues below, for discussion with your tutor.
YOU TUTOR
Other:
Consider any other issues you wish to discuss, e.g. problems with attendance, access to resources,
coping with workload, need for support.
YOU TUTOR
CELTA 5: 01/04/2018 18
Overall progress – Candidate’s assessment
Circle only one option:
- Above standard for this stage of the course
- To standard for this stage of the course
- Not to standard for this stage and needs more work in order to pass the course
Feedback
Portifolio
This is/is not an accurate record of the tutorial discussion and my progress to date. I have read
and agree/do not agree with the summarising comments.
CELTA 5: 01/04/2018 19
STAGE THREE PROGRESS RECORD
This record must be completed by tutors in the final third of the course for all candidates who: a) were not to standard at Stage 2; b) were at
standard at Stage 2 but are not making the expected progress in the second half of the course; c) were above standard at Stage 2 but are not
making the expected progress in the second half of the course. A tutorial must be given and the whole record completed.
The tutor will use the following grades: ‘S+’ for ‘Above the Standard’ expected at this stage of the course; ‘S’ for ‘Meets the Standard’ expected at this stage of the course; ‘N’
for ‘Not to standard’ in relation to the standard expected at this stage and therefore needs more work in order to pass the course.
Planning for teaching
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
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
TOPIC 2 – LANGUAGE ANALYSIS AND AWARENESS
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, form and
phonology to an appropriate depth
2f
showing awareness of differences in register
2g
providing appropriate practice of language items
TOPIC 3 – LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3a
helping learners to understand reading and listening texts
3b helping learners to produce oral and written language
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Candidates can demonstrate their learning by: Tutor
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
5b
setting up and managing whole class and/or group and 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
participating in and responding to feedback
CELTA 5: 01/04/2018 22
Written assignments:
TUTOR
Other:
Tutor’s comments on other issues, e.g. problems with attendance, coping with workload, need
for support.
TUTOR
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23
Overall progress – Tutor’s assessment
Circle only one option:
- Above standard for this stage of the course
- To standard for this stage of the course
- Not to standard for this stage and needs more work in order to pass the course
I have read and agree/do not agree with the summarising comments.
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TO BE COMPLETED ON THE FINAL DAY OF THE COURSE
□ I have completed six hours of assessed teaching practice at at least two levels.
□ I have completed six hours of observation of experienced teachers.
□ I have completed four written assignments.
□ The written assignments are my own work.
□ I have completed all records.
Please state whether the candidate did or did not demonstrate effectiveness in the areas
identified, making reference to feedback to the candidate in final lessons and/or written
assignments, as appropriate.
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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 effective teaching of adult ESOL learners by:
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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
4l 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
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
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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 institution 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
5l 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.
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 CELTA language learning and teaching processes
at CELTA level. level. at CELTA 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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