Scribd Logo
Upload

Welcome to Scribd!

  • 90 views

    CELTA Assessment Criteria

    Uploaded by

    Julie Lhnr
    The document outlines the planning and teaching skills and competencies required to pass an assessed teaching practice for adult ESOL learners. Candidates must demonstrate the ability to plan effective lessons by identifying aims, selecting appropriate materials, and considering timing. They must also show professional teaching competence by establishing rapport with learners, focusing on language skills, and managing the learning process to achieve lesson aims.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    CELTA Assessment Criteria

    Uploaded by

    Julie Lhnr
    90 views2 pages
    The document outlines the planning and teaching skills and competencies required to pass an assessed teaching practice for adult ESOL learners. Candidates must demonstrate the ability to plan effective lessons by identifying aims, selecting appropriate materials, and considering timing. They must also show professional teaching competence by establishing rapport with learners, focusing on language skills, and managing the learning process to achieve lesson aims.

    Original Description:

    training materials

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document outlines the planning and teaching skills and competencies required to pass an assessed teaching practice for adult ESOL learners. Candidates must demonstrate the ability to plan effective lessons by identifying aims, selecting appropriate materials, and considering timing. They must also show professional teaching competence by establishing rapport with learners, focusing on language skills, and managing the learning process to achieve lesson aims.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    90 views2 pages

    CELTA Assessment Criteria

    Uploaded by

    Julie Lhnr
    The document outlines the planning and teaching skills and competencies required to pass an assessed teaching practice for adult ESOL learners. Candidates must demonstrate the ability to plan effective lessons by identifying aims, selecting appropriate materials, and considering timing. They must also show professional teaching competence by establishing rapport with learners, focusing on language skills, and managing the learning process to achieve lesson aims.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    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

    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 styles 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

    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) to an appropriate degree of depth
    2f showing awareness of differences in register

    2g providing appropriate practice of language items

    3a helping learners to understand reading and listening texts

    3b helping learners to develop oral fluency

    3c helping learners to produce written text

    5a arranging the physical features of the classroom appropriately for teaching and learning, bearing
    in mind safety regulations of the institution

    5b setting up whole class and/or group or individual activities appropriate to the lesson type

    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.

    You might also like