CELTA p/t daytime course handbook
CELTA Course Handbook Contents page Course Overview and Syllabus
p 3-5
Important Dates
p6
Contact Details
p7
Candidate Portfolios
p8
Assignments
p 9-21
Plagiarism policy
p 22
Referencing and Bibliography
p 24
Photocopying, IT Facilities and iLearn
p 25
Teaching Practice Checklist
p 26
Criteria for Assessed Teaching Practice
p 27
Recommended Reading
p 29
Glossary of Terminology
p 30
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The course is an internationally recognised introductory training and certification programme. It is designed to give you a thorough grounding in all aspects of teaching language to adults.
Course Overview The CELTA Course is an 18 - 20 week course. It takes place every Thursday from 09.00 to 17.00 (approx). In the early stages of the course you may be required to stay later on a Thursday afternoon. However, as the course progresses and you become more confident in your planning you may be free to leave by about 16.30. The day is divided into 2 input sessions in the morning (these will relate directly to your Teaching Practice (TP) and written assignments) and an afternoon of Teaching Practice (TP). TP is followed by a brief group feedback session leading on to tutor assistance for your TP planning. Teaching practice and observations Over the course you will teach at two different levels. You will be observed by different tutors at both levels. You will be responsible for recording information regarding your own teaching practice and development. In teaching practice (TP) you will be expected to cover all 4 skills areas (reading, writing, speaking and listening) in addition to grammar and vocabulary at each level that you teach. During TP you will be given observation tasks to complete. These will form the basis of post lesson feedback and are important for your own development. You must keep records of completed observation tasks in your personal files as these will be extremely useful for your written assignments. Throughout the course you will also observe qualified teachers. An observation task will be given each time and must be completed. As above, these tasks will aid you when you come to write your assignments. Attendance and punctuality Attendance and punctuality are of utmost importance, 100% attendance is a specified course requirement and punctuality is imperative. If you are unable to attend a session due to exceptional circumstances you must contact one of the course tutors ASAP (see contact details). If you are going to be late for a session you must also contact one of the tutors or the ESOL department. NB It is not enough to send apologies etc. via e-mail, instead contact must be made with an appropriate member of the CELTA team. 3
Missed work will be discussed with tutors and we will arrange for any missed TP / observations to be made up on an alternative day of the week. Adequate time must be allocated to enable this to take place and it may require you to attend outside of normal course times. Assignments During the course you will be given 4 assessed written assignments. It is possible to resubmit each one once only. If you fail two assignments you will automatically fail the course. Help and guidance are offered at all stages of the course and there should be no reason for you to fail an assignment. Please note, three assignments and any resubmissions must be handed in and marked before the final assignment is submitted. PLEASE NOTE: Deadlines for the submission of assignments should be met. If, under exceptional circumstances, you require an extension, this will need to be negotiated with the tutor prior to the deadline. Please contact us by email or telephone to discuss this. In addition to the assessed assignments you may also be given research tasks to complete before the relevant input sessions. These are not assessed but must be completed before the given date and brought with you to the relevant input session. You will receive 2/3 tutorials during the course, at least one of which will be face to face. The CELTA course is extremely holistic in nature and nothing should come as a surprise. If it is felt that you are not performing to a satisfactory standard you will be informed immediately and action points to work on will be discussed. As the course is externally moderated, a Cambridge Assessor will attend a full day’s session. They will assess candidate portfolios as well as some examples of teaching practice. The date of this visit will be confirmed later in the course and will not take place until the final few weeks. Deferrals In exceptional circumstances and at the discretion of the centre, candidates may complete the assessment requirements on a subsequent course. This must be applied for in writing and be agreed with all course tutors. Candidates must complete on the following course provided that the interval is no greater than 3 months. Full payment for new course fees will be required. Withdrawals If you decide to withdraw from the course, this must be done in writing and with the agreement of all course tutors. You will not receive a final award from Cambridge. Complaints The college has a structured complaints procedure which you will be provided with during induction. Reading and reference books 4
You will find a recommended reading list in this handbook and, while we don’t insist that trainees buy any specific books, we recommend you have access to a grammar reference book e.g. Michael Swan, Practical English Usage or Martin Parrot Grammar for English Language Teachers. We also recommend you use a teaching methodology book e.g. David Riddell Teaching English as a Foreign Language, Jim Scrivener Learning Teaching or Jeremy Harmer The Practice of English Language Teaching.
Please remember that everyone is here to help you. Do not hesitate at any point to contact the tutors with any questions or queries you may have. You may e-mail us at any time. Finally, enjoy the course! Although it is demanding we are sure you will find it extremely enjoyable and fulfilling!
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Syllabus During the course you will cover the following ground. Each input session is designed in such a way that you will receive both the required theory and practical ideas to take with you into the classroom. Productive skills
Speaking skills
Receptive skills
Writing skills Reading skills
Phonology
Listening skills The phonemic chart Sentence stress Word stress Drilling techniques
Vocabulary / lexis
Features of connected speech What does it mean to “know” a word?
Language analysis / grammar Lesson planning Teaching basic literacy Materials design / evaluation Teaching methodology
Synonyms, antonyms, homophones, homonyms, lexical sets How to analyse language for teaching purposes Planning a lesson, planning a series of lessons Basic needs of the literacy learner Using and evaluating authentic and published materials PPP (Presentation , Practice, Production) TTT (Test, Teach, Test)
Features of teaching ESOL
Presenting language through a text Personalised learning Numeracy Using IT in the classroom Teacher roles and responsibilities Assessment Testing and– EFL and ESOL exams
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Important Dates Course dates 13/10/2016 – 16/03/2017 (Half term 24/10/16 - 28/10/16, Christmas Break 19/12/16 - 02/01/17, Half term 13/02/17 - 17/02/17) Assessor’s visit To be confirmed - this will be in the final stage of the course.
Contact Details Barnet and Southgate College main switchboard 020 8200 8300
CELTA TRAINERS: Chrystalleny Zisimou – Main Course Tutor chrystalleni.zesimou@barnetsouthgate.ac.uk Tel: 020 8275 3997 Ext. 2997 Nefi Dizdarevic – Tutor & CELTA Course Manager nefi.dizdarevic@barnetsouthgate.ac.uk Ext. 4533 CELTA COURSE ADMINISTRATOR Sheila Maclaren sheila.maclaren@barnetsouthgate.ac.uk Ext. 4346
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Candidate Portfolios All candidates will receive a CELTA 5 booklet. This is official Cambridge property and must not be defaced in any way. You will be told how to complete the relevant sections throughout the course. It is your responsibility to ensure that all records are kept up to date and the booklet is kept on site at all times. You are asked to buy a large A4 ring binder at the beginning of the course. This will be used as your candidate portfolio and must be kept on site at all times (it is possible we may receive on the spot inspections). Your portfolio must include all of these items and be organised in the following way: 1. Your CELTA 5 (on top) 2. For each of your nine lessons, a plastic punched pocket including:
Your lesson plan, language analysis, lesson materials (the copy with written comments from the tutor), in this order Your self evaluation (completed immediately after each lesson) Tutor feedback sheet (at the back, facing outwards)
This information should be arranged in reverse chronological order, (i.e. with the last lesson on top). 3. Written assignments and tutor feedback. Please note: You must include any resubmissions here. Please note that your entire portfolio remains the property of Cambridge ESOL.
One year after the completion of the course you may contact the college if you wish to collect your portfolio. Any unclaimed portfolios will be disposed of 18 months after the course completion date.
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Assignment 1
Focus on the Learner
CELTA
Aim: With reference to the learning context, to identify and address a learner’s specific needs in terms of language development Word count: 750-1000 words (NOT including the appendix and bibliography) Preparation: Choose a student from your TP group - You will need to ask the student if they are happy to help with your assignment, including recording an interview outside of class time. Observe the student during TP and make notes on their learning style and language and pronunciation problems Interview the student to find out about their background, previous English classes, needs and motivation for learning English. Use the questionnaire provided as a guide Ask the student to do a piece of writing using the guide provided. Include this in your appendix Please note: You will need to record your interview. You may use your phone or another electronic device, or ask your tutor for assistance if required (please give notice). You will need to transcribe ONLY relevant sections of the interview (NOT the whole interview) and include this in the appendix. Please ensure the complete recording is available to your tutors should it be required. Part A: Learning context Write about the learner’s background, previous learning experience, interests outside class, learning style(s), opportunity to use English and motivation for studying English Recommend two or three activities that they could do in their daily lives which would help your student be a more independent and successful learner of English, ensuring you make clear reference to their identified learning style. E.g. reading an English newspaper, listening to the radio, joining a conversation class, writing a diary Part B: From your learners’ interview and written work, you need to identify: Two areas of grammatical difficulty AND two areas of pronunciation difficulty
For each area of grammatical difficulty, find two or more spoken or written examples and include these in the main body of the assignment as evidence. For each area of pronunciation difficulty, find two or more spoken examples and include a transcription of these, using phonemic script, in the main body of the assignment
For all four areas of difficulty: (2 grammatical and 2 pronunciation) In the main body of the assignment: o Identify the difficulty using correct terminology and provide examples o Describe the task and provide a rationale: Why you have chosen this task and designed it in this way? How it is linked to the learner’s interests/learning style?
Design one task to address each difficulty - bear in mind that the task may have more than one stage, and should develop the learner’s understanding as well as giving them practice. Include the full task in the appendix, with any appropriate references (e.g. Adapted from…)
Include a bibliography and reference any background reading
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Appendix: Include all your tasks, as they would be presented in class Assessment Criteria: You need to demonstrate learning by: showing an awareness of how a learner’s background, previous learning experience and learning style(s) affect learning. identifying the learner’s language/skills needs. correctly using terminology relating to the description of language systems and language skills. selecting appropriate material and/or resources to aid the learner’s language development. providing a clear rationale for using specific activities with a learner, based on interests and learning style. finding, selecting and referencing information from one or more sources Checklist:
1 Identify two grammatical difficulties (not spelling or punctuation) AND two pronunciation difficulties 2 Two or more examples of each difficulty included in main body – phonemic script used for pronunciation difficulties 3 Task design rationale linked to learner’s background provided in Part A 4 Four tasks included in appendix (one for each difficulty), referenced where appropriate 5 Written work and partial transcription (of key parts of interview) included in appendix 6 Adhere to word count (not including appendix or bibliography) 7 Proofread your work: spelling, punctuation and use of language 8 Sign and attach plagiarism declaration 9 Bibliography: See the handbook guide to referencing and writing a bibliography Sub-headings: Part A: Learning context, Part B; Grammar difficulty 1, Grammar difficulty 2, Pronunciation difficulty 1, Pronunciation difficulty 2, Bibliography, Appendix. Please use sub-headings but remember to write in prose, not bullet points
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LEARNER PROFILE QUESTIONNAIRE Name: _______________________________________________________________________________________ Age: ________________________________________________________________________________________ Nationality: __________________________________________________________________________________ Profession: ___________________________________________________________________________________ Native language: ______________________________________________________________________________ Other languages spoken: _______________________________________________________________________ Level of English: _______________________________________________________________________________ Period spent studying English: ___________________________________________________________________ Previous learning experience: ____________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Reasons for studying English: ____________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Something easy about English: ___________________________________________________________________ _____________________________________________________________________________________________ Something difficult about English: ________________________________________________________________ _____________________________________________________________________________________________ Your favourite and most disliked activities in class: __________________________________________________
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Assignment 2
Language related task
CELTA
Word count: 750-1000 words Aim: To demonstrate your ability to identify and analyse language correctly, including anticipation of likely problems and appropriate solutions Assignment The text below is a typical text that you might use with an intermediate level class. Look at the items in the grids on the following pages (also underlined and in bold within the text) and, for all 3 grammar structures and both lexical items: Analyse the meaning (in this context), form and pronunciation of the item; Identify likely problems students may have with meaning, form and pronunciation and provide realistic solutions; State which references you have used to help you in your analysis. Assessment criteria: analysing language correctly for teaching purposes correctly using terminology relating to form, meaning and pronunciation when analysing language accessing reference materials and referencing information they have learned about language to an appropriate source using written language that is clear, accurate and appropriate to the task To meet these evaluation criteria, it is necessary to: state the meaning, form and pronunciation of your target language anticipate realistic problems your students might have offer realistic solutions to these problems (this may include deciding not to deal with this problem in this lesson though you will need to justify this) list the reference books you have used to research the language Please note: See your ‘Analysing language’ input and TP feedback for wording and potential ideas
Adapted from an assignment used at International House, London
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Language related task
750-1000 words
Candidate’s name: ……………………………………………………… Use the following check list to ensure you have included everything in this assignment. Use this page as your cover sheet. Check that you have: Meaning/use: o analysed the meaning/use of the target language (TL) in the given context o analysed the target language and not the context (grammar) o analysed only the words in bold (grammar) o identified realistic potential problems o included concept check questions (CCQs) for all five items o not used the target language in the CCQs (grammar) o graded the CCQs o covered the full concept with the CCQs o included answers to the CCQs Form: o o o o o
identified what the structure is called e.g. future perfect simple (grammar) analysed how the structure is made (grammar) sufficiently analysed the parts of speech e.g separable phrasal verb (lexis) sufficiently analysed the grammar of the lexis e.g. countable or uncountable noun (lexis) identified realistic potential problems
Pronunciation: o transcribed all and only the TL in bold o indicated any weak forms and sentence stress (grammar) and word stress (lexis) o identified realistic potential problems Problems and solutions: TIPS o Are your ideas specific? Avoid general comments e.g. ‘Sts may not understand’ o Are the problems in the correct box? Consider carefully if the problem you identify is with meaning or form o Do your solutions address the problems you identify?
Ensure you fill in every box in the grid before submitting your assignment
Berlin, 14th July
Dear Ian, It was great to hear from you. I’m sorry I haven’t written sooner, but my mother hasn’t been very well, so I’ve been looking after her. She’s a lot better now. I was so pleased to hear about your promotion. You deserve it – you’ve worked so hard at that job. Well Done! I wish you were here so we could go out and celebrate. Actually, I’ve got some good news too – I’ve got a new job! You know I was fed up with my old one. Well, one day I was looking through the ads in my local paper when I saw a job for an English school administrator. As you know, I’ve been looking for a job where I could use my English. So I applied for the job and got it. I’m really enjoying it and I’ve already learnt loads of new things. I have to answer the phone, send out information and deal with any problems students have. Actually, if I hadn’t got the job, I’d have gone to live with my brother in England. By the way, have you heard about Anna and Giorgio? They’ve called off the wedding. I’ve no idea why, but Giorgio’s gone back to Italy and Anna’s refusing to talk to anyone about it. I feel sorry for her parents – they’ve sent out all the invitations and now they’ve got to tell everyone that the wedding’s cancelled. How embarrassing! Well, I suppose it’s better that they’ve split up now rather than after the wedding! Apart from that, everything’s fine here in Berlin. Don’t forget that you’re always welcome to come and stay – I’d love to see you – but not in August – I’m going on holiday to Spain then. I’ll send you a postcard! Anyway, I must go now. Write soon and tell me how you are. Lots of love, Pia PS Guess what! I’ve finally passed my driving test.
Bold = lexical items Underlined and bold = grammar structures
Grammar 1 you’ve worked so hard at that job Meaning: Form: (include the name of the structure and a breakdown for the students) Pronunciation: 2 I was looking through the ads in my local paper when I saw a job for… Meaning: Form: (include the name of the structure and a breakdown for the students) Pronunciation: 3 If I hadn’t got the job, I’d have gone to live with my brother Meaning: Form: (include the name of the structure and a breakdown for the students) Pronunciation: Reference books used:
Anticipated problems
Possible solutions and CCQs (include answers)
Lexis 4 promotion Meaning:
Anticipated problems
Possible solutions and CCQs (include answers)
Form: Pronunciation: 5 fed up Meaning: Form: Pronunciation: Reference books used:
 
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Assignment 3
Language Skills Related Tasks
CELTA
Word count: 750-1000 words (NOT including the appendix and bibliography) Aim: To evidence, through task design and background reading, your understanding of receptive and productive skills development. Preparation: Read the chapters on teaching receptive and productive skills in one of the teaching methodology books (e.g. Scrivener, Riddel, Harmer) Use one of the texts provided - choose the text for the level of class you are currently teaching (Elementary: Hospital letter, Intermediate: Memory tricks article) Part one: Developing receptive skills: Design two tasks which can be used with the text provided. Include the full tasks in the appendix In the main body of the assignment: o Text rationale: State which text you are using, at which level and how the text is relevant to the learners o Reading task one and two: o clearly specify which sub-skill each task develops (choose from skimming, scanning or reading for detailed comprehension) and include a brief rationale for this choice o within your assignment, include at least one reference or quote from your background reading which demonstrates your understanding of the reading sub-skills you are developing Part two: Developing productive skills: Design one follow up activity related to the text and class, either writing or speaking. Include the full task in the appendix (including any necessary support; e.g. a writing frame, role play cards, prompts, techniques to generate sufficient speaking) Productive task: In the main body of your assignment, clearly state: o whether it is a writing or a speaking task and a brief rationale o how this task is appropriate to the text (how is it linked thematically) o how it is relevant for these learners (also consider the authenticity of the task) o include at least one reference from your background reading which demonstrates your understanding of productive skills Assessment criteria: correctly using terminology relating to language skills and sub-skills relating task design to language skills finding, selecting and referencing information from one or more source using written language that is clear, accurate and appropriate to the task Checklist: (NB Please don’t include any grammar or vocabulary tasks) 1 2 3 4 5 6 7 8
State the choice of text, level and link to learners Ensure your tasks practise the sub-skills you have identified Reference your background reading in main body of text Appendix: Three tasks (two receptive skills one productive skill). Remember to grade these to the level of the learners Adhere to word count (not including appendix or bibliography) Proofread your work: spelling, punctuation and use of language Sign and attach plagiarism declaration Bibliography: See the handbook guide to referencing and writing a bibliography
Sub-headings: Text rationale, Reading task one, Reading task two, Productive task, Bibliography, Appendix. Please use sub-headings but remember to write in prose, not bullet points.
Outpatient services Magdala Avenue London N19 5NF Ms O Khan 22 Fitzwilliam Drive Southgate N14 7RJ 1st May 2016 Dear Ms Khan Due to unforeseen circumstances we have had to change your appointment date and time from that given below. Specialty Date and time
S. Trauma & Orthopaedic 06 August 2016 9:30pm
You have now been given an alternative appointment time and date, however it is important that we offer you a choice of appointment so please call us on the number above if this is not suitable:Consultant Specialty Date and time Clinic
Mr W Mario (or a member of their team) S. Trauma & Orthopaedic 10 August 2016 2:15pm Back clinic
Your appointment is in Clinic 1B on Level 1. Outpatients, on your arrival could you please report to the receptionist. Regretfully, if you do not attend your appointment, and fail to inform us you may be referred back to your GP. If any of your details are incorrect or change please could you contact us by calling the above number. Hospital number: NHS number:
W1638974 858 393 939
We look forward to seeing you on 10 August 2016 at 2:15pm. Yours sincerely Joyce Green Outpatients Services Manager
Reproduced and adapted from an original letter
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Five Memory Tricks the Pros Use Jun 15, 2012
Canada recently announced its first ever memory champion. Memory might seem an awfully limited field to become a champion in, but memory studies–and studies of neuroscience and cognition–have all been uncovering some interesting, important, and relevant information about how the brain learns and remembers; information that is useful to brains of all ages. While remembering the exact order of five shuffled decks of cards or a list of 100 random words might not be a particularly useful skill to the average student, the techniques that the pros use can help even the most forgetful student improve recall for important tests. According to the experts, memory skills aren’t something that people are born with–like any other skill they need to be practised to become perfect. Here are some of the take-away tips to beat the “Why Can’t I Remember?” Blues: Tip 1: Visualize it Create a mental picture for everything that is being studied. Create mental scenarios and imagine yourself moving around in them–a virtual “memory palace” where everything has a place. To recall something, go back into the mental room, locate the “object” and look at it visually. Tip 2: Study in different spots Memory uses cues from the external environment Where studying and learning happens is an important part of the study process, as background sights and sounds can cue recall. Studying a particularly challenging bit? Move to a new location to help this bit stand out in your mind. Tip 3: Move around The same research also shows that movement can help a memory. Act out a scene with pantomime. Use hand gestures, or choreograph some footwork as you review. There are no rules that say that you cannot shuffle your feet at your desk while writing an exam! This is also the same reason that creating studying notes is so effective. Tip 4: Say it out loud When reading over your notes, read out loud. Then again with eyes off the page. Keep reciting out loud. This is probably one of the oldest and best memory tricks—it existed even before writing did, when stories only existed orally.
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Tip 5. Give yourself time to forget First, give yourself time to memorize something, then wait a few days or a week, and try to remember. Then, take note of what parts you forgot. Pay attention to what was forgotten—that’s the stuff that you need to review again… by changing locations, walking around, writing it down, and reading it out loud. Memory Bonus* The process of committing something to memory—reading it over and over, writing it down, reciting it out loud, and thinking about it actually helps improve comprehension and understanding. And, understanding is better than memorization any day. No tricks required. https://www.oxfordlearning.com/five-memory-tricks-the-pros-use/
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Assignment 4
Lessons from the classroom
CELTA
Word count: 750-1000 words For this assignment you need to consider all the classes you have observed and all the classes you have taught during the course. The assignment is in two distinct parts. Each part should be about 400 words, making a total of approximately 800 words. Part A Take notes as you observe lessons and complete your observation tasks, both the lessons of your peers during teaching practice and the lessons you observe of experienced teachers at Southgate College. Pay attention to both the teachers and the students, particularly to the teaching methodology and the students’ learning styles. Identify four areas you have observed and summarise what you have learned about the areas you have focused on, e.g. giving clear instructions, using concept questions to check meaning. Part B For this section you need to reflect on your teaching so far (look back over your feedback sheets and tutorial notes).
Summarise your strengths and weaknesses in teaching and areas where you feel you have made progress. When describing weaknesses, focus on a maximum of three areas and describe strategies you are going to use in order to improve in these areas after the course.
Describe how you might develop your ELT knowledge and skills after the course. Be specific regarding any books, courses, professional organisations, etc. which you mention
Assessment Criteria: You need to demonstrate learning by: noting down your own teaching strengths and weaknesses in different situations in light of feedback from learners, teachers and teacher educators. identifying which ELT areas of knowledge and skills you need further development in. describing in a specific way how you might develop your ELT knowledge and skills beyond the course. In addition, your assignment must demonstrate: relevance to the rubric task completion (all of the rubric addressed) length accuracy of spelling, punctuation and use of language
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THE COLLEGE POLICY ON PLAGIARISM – GUIDANCE FOR LEARNERS WHAT IS PLAGIARISM? Plagiarism simply described, is the use of other peoples’ words, ideas or discoveries without acknowledgement. Plagiarism is widely acknowledged as unacceptable: “Plagiarism is the verbatim (word for word) use of another’s work as if it is the learner’s own work. If learners take the writing of a published author and present it as their own, it constitutes plagiarism. Sometimes this is done unintentionally, because of poor research habits; sometimes it is quite deliberate. In either case, plagiarism is unacceptable” (Faculty of Education, University of Sydney, Australia) This means that whether you have researched from the internet, or sourced relevant journals, or worked with other learners on the planning of an essay or report, you must make sure that the final version of your thoughts is rearranged into words that are definitely your own. WHAT HAPPENS IF I PLAGIARISE/ COPY? If, when your work is assessed, and plagiarism is clear (word for word, or with one or two words/the format changed), the work you have completed will be voided for assessment. It will not be accepted. An alternative opportunity for re-assessment will be given to you, according to the course team’s assessment policies and guidelines. Any work that appears to have been copied without acknowledgement, either from published sources or fellow learners, will also not be accepted but will be referred to the Assessment Panel for investigation. As a result of the investigation, various courses of action may be possible, including: -
you are required to resubmit evidence for the assessment
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you are required to submit new evidence for the assessment
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you are required to submit new evidence for the assessment, but your grading outcome may be affected, and you may be placed on a stage of the disciplinary process (check your course handbook for details of the process)
WHAT HAPPENS IF I DON’T AGREE WITH THE ASSESSMENT? If you disagree with an assessment, and you are unable to reach agreement after discussion with the assessor, you can follow the College Appeals Procedure, where your reasons for appeal must be submitted clearly in writing.
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WHAT CAN I DO TO AVOID PLAGIARISM? Plagiarism is very easy to avoid. The standard method is to acknowledge all of your sources of information. This can be done by: -
re-writing material that you are using from any source in your own words
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referencing the source of any thoughts and ideas that you have re-written so that you are acknowledging where you found these ideas, theories, illustrations and diagrams
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putting anything taken word for word in quotation marks and stating where you took this material from
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only using a quote as an example or illustration of a point made or concept expressed in your text – keep it short and to the point
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listing all sources (books, magazines, internet) at the end of your essay or project. Write them up using the Harvard or similar format
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seeking advice from your course team, personal tutor, or the learning centre staff on how to reference and provide a bibliography
WHY IS IT IMPORTANT TO AVOID PLAGIARISM? During induction to your programme, you signed a code of conduct, agreeing to comply with the study and behaviour requirements of the College. In order for your genuine knowledge and understanding to be accurately assessed, you must produce work which is presented, created and compiled by yourself alone. Anything else is dishonest and false, and is very often easily identified.
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REFERENCING AND BIBLIOGRAPHY In-text reference Give the surname of the author, the year of publication and the page number(s). Example: (Scrivener, 2012, p.150) Bibliography Books: Author(s); date of publication; title (in italics); name of publisher Example: Scrivener, J., 2011. Learning Teaching. MacMillan Websites: Author(s) (usually the name of an organisation); title of the webpage (in italics); full web address (URL), date accessed Example: British Council, Listening Skills. Available at: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice Accessed: 11/10/2016
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Photocopying and IT Facilities When preparing your lessons and completing assignments, you can use the facilities at the college.
COMPUTING, PRINTING AND PHOTOCOPYING A £4 photocopy allowance is allocated to your ID card which can be used at copiers and printers in college. You can use computers in the LRC to print and copiers are located in corridors and in the LRC.
Southgate LLRC and Progression Centre Opening Hours: Monday 8:30 am - 5:00 pm Tuesday 8:30 am - 6:00 pm Wednesday 8:30 am - 5:00 pm Thursday 8:30 am - 6:00 pm Friday 8:30 am - 4:00 pm (For opening times at other Barnet and Southgate sites, please check with LLRC and Progression Centre staff) Logging onto the computers
Your Username is your college ID number Your first time password is your first initial (upper case), the first letter of your surname (lower case) & date of birth (dd/mm/yyyy), for example John Smith born 14th January 1983 would have the password Js14011983
iLearn This is a college course management system. On it, you will find extra information about the course. You will also be submitting your assignments through iLearn. You will be given details about how to log on during your induction.
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TP Check List On the day 1. Have you made all necessary amendments to your plan? 2. Do you have enough photocopies of materials for all of the students? 3. Have you made a copy of your plan and materials for your tutor? 4. Have you checked your CD (if you are using one)? 5. Do you have all the necessary teaching aids e.g. board pens, OHP pens, etc.? 6. Have you practised getting the OHP in focus / using the smart board? 7. Do you have a self-evaluation form to fill in after you have taught? 8. Do you have an observation task to complete after you have taught? 9. Has someone in your TP group completed the TP register? At the end of the day Make sure you file all lessons plans, materials, tutor feedback sheets, self-evaluation forms and observation tasks in your portfolios. Do you know what you are teaching the next week? Do you have the necessary pages from the teacher’s book, CDs, etc?
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Stage Criteria for Teaching Practice Stage 1
Rapport with students Use of students’ names Organisation of pairs and groups Clarity of instructions Student Talking Time (STT) vs Teacher Talking Time (TTT) Eye contact Voice volume and projection Gesture and mime Attention spread Position in the class Clarity of board work Clarity of procedural notes Ability to keep students’ attention Ability to stop activities Response to student error Response to tutor feedback Co-ordination with peers
Stage 2 In addition to the stage criteria for stage 1
Presentation of lesson plan Attention to procedural detail Wording of aims Appropriate staging Attention to timing Careful and appropriate research of target language Appropriate feedback staging Clear and relevant use of board Response to pronunciation Ability to produce relevant handouts for students Awareness of a need for a balance of STT and TTT Ability to reduce TTT in instructions/explaining language Ability to offer constructive criticism of own and other teachers’ lessons Response to advice given by peers and tutors Effective use of classroom aids (OHP/tape recorder)
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Stage 3 In addition to the stage criteria for stages 1 and 2
Ability to plan independently Ability to achieve lesson aims Clear lesson plan: front page Clear lesson plan procedure Usability of plan Attention to level of challenge Attention to students’ motivation Ability to maximise student involvement Effective staging of a lesson Appropriate metalanguage Attention to student-centredness Evidence of careful monitoring Evidence of error focus and staging feedback Ability to adapt and supplement the course book Ability to evaluate own teaching Ability to assess what students have gained from a lesson
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Recommended Reading Teaching Methodology Teaching English as a Foreign Language Learning Teaching The Practice of English Language Teaching The Teaching Practice Handbook
– David Riddell – Jim Scrivener – Jeremy Harmer – Gower and Walters
Grammar Reference Practical English Usage Grammar for English Language Teachers English Grammar In Use Teaching Tenses About Language How English Works Learner English
– Michael Swan – Martin Parrot – Raymond Murphy – Rosemary Aitken – Scott Thornbury – Swan and Walter – Michael Swan
Dictionaries / Thesaurus Macmillan English Dictionary for Advanced Learners Oxford Advanced Learner’s Dictionary Language Activator – Longman Classroom Activities Five Minute Activities -P. Ur Reward Teacher’s Resource Pack Elementary/ Intermediate/ Advanced Communication Games Speaking Skills Discussions That Work - Wallwork A - CUP Pairwork A & B - P. Watcyn-Jones Discussions That Work - CUP Keep Talking – F. Klippel - CUP Writing Skills Writing Games -J. Hadfield Reading Skills Reading Games – J. Hadfield Pronunciation English Pronunciation In Use - CUP Ship or Sheep A. Baker Pronunciation Games -M. Hancock Vocabulary English Vocabulary In Use (Elem – Advanced)– CUP Phrasal Verb Organiser A Way With Words 1,2 & 3 - CUP
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Glossary of Terminology Used on the Course Aims
The things you hope will be done or achieved during an activity or lesson. Activity A single exercise or game, etc. STT/TTT Student / teacher talking time. Classroom management The moment by moment decisions and actions concerning organisation of the classroom and activities e.g. seating and grouping arrangements, stopping and starting activities, giving instructions, body language, etc. Concept check Questions that focus on the meaning of a language item. questions (CCQs) Drilling A common restricted use activity, involving students in oral repetition or very controlled oral practice. Context An example “situation”, e.g. using pictures or a text, in order to provide a context for a language item and give the students an illustration of a way that it would typically be used. Eliciting A widely used technique for involving learners more in lessons. This involves drawing language from the students and using their existing knowledge rather than giving it to them. Extensive reading / Reading or listening in order to gain a general overview of the listening contents. Intensive reading / Careful and detailed reading of / listening to sections of text or listening speech. Function The purpose for which language is used in particular situations e.g. “Could you open the window?” = a request. Ice breakers / warmers Activities to help learners and teachers to get to know each other. Lexical item A word or a number of words that could be considered to be a single item of vocabulary e.g. house, Wellington boot, put up with. Monitoring When learners are involved in an activity where the teacher does not have an active role, the teacher can keep an eye over what is going on checking that instructions are being followed, collecting a list of language to be used later in the lesson or just helping the sts as necessary. Lexis Vocabulary Stage One distinct part of the lesson, usually a single activity. Target language (TL) The language the teacher is focusing on. Skimming Reading, usually done quickly, with the aim of understanding the general meaning or gist of a text. Scanning Reading with the aim of finding out specific pieces of information. PPP (Presentation, An approach to grammar lessons based on the idea of giving small Practice, Production) items of language to students (presentation), providing them with opportunities to use them in controlled ways (practice) and finally integrating it with other known language in meaningful communication (production). Realia Real things which may be used in the classroom as an aid to teaching. Anticipated problems Areas of your lesson (linguistic and otherwise) that you think your sts may have problems with. 30