celt-s - course guide.pdf

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Course guide



1 Cambridge English CELT–S Course guide | © UCLES 2015

Contents

1. Overview 2

1.1 Blended learning course 2

1.2 Course completion and assessment 2

2. Course structure 3

3. Key features 4

3.1 Focus on development 4

3.2 Control 4

3.3 Flexibility 4

4. Methodology and design of the online modules 5

4.1 Clear progression and 5

opportunity to succeed

4.2 Focus on practice 5

4.3 Adequate and timely feedback 5

4.4 Accessibility 6

4.5 Usability and navigation 6

5. Structure and content of the online modules 7

5.1 Structure 7

5.2 Content 7

5.2.1 Introduction 7

5.2.2 Input 8

5.2.3 Checking activities 9

5.2.4 Practice activities 9

5.2.5 Theory to practice 10

5.2.6 Review 10

5.2.7 Progress test 11

5.2.8 Further reading 11

6. Teaching practice 12

6.1 Portfolio tasks 12

6.2 Teaching observation component 12

7. Trainer–led material 13

7.1 Flexible seminars 13

7.2 Integrated design 13

8. Syllabus 14

8.1 Syllabus aims 14

8.2 Syllabus content 15

Module 1 – Managing the secondary 15

classroom

Module 2 – Language learning 16

and the teenage learner

Module 3 – Developing listening, speaking, 17

reading and writing skills in the secondary

classroom

Module 4 – Language awareness 18

for teaching

Module 5 – Developing language use in the 19

secondary classroom

Module 6 – Planning language learning 20

in the secondary context

Module 7 – Resources for learning in the 21

secondary classroom

Module 8 – Assessing language learning 22

in the secondary context



Cambridge English CELT–S Course guide | © UCLES 2015 2

Overview 1

1. Overview

The Cambridge Certificate in English Language Teaching – Secondary (CELT–S) is a qualification designed for English language teachers

working in secondary education (ages 11–18). It aims to help participants improve the quality of their classroom practice by:

• developing and extending teachers’ knowledge and skills

• focusing on the strategies, methods and materials teachers need to teach language effectively

• helping teachers to manage and motivate large classes

• providing teachers with strategies to ensure that all learners achieve their potential.

1.1 Blended learning course – 120 hours in total, plus optional trainer–led material that can be

delivered face–to–face or online

CELT–S is a 120–hour blended learning course, comprising eight online modules and a practical component, plus optional

trainer–led material that can be delivered face–to–face or online. The eight modules can be taken in any order and combined to suit

the needs of teachers in specific contexts. Individual modules can be selected for identified professional development needs.

Figure 1 – Components of CELT–S

1.2 Course completion and assessment

Participants who actively participate in the course and complete all assessments will gain the CELT–S qualification. The

qualification is awarded at Pass or Pass with Merit. The course completion and assessment requirements are:

• Active participation in the online modules and progress tests.

• A multiple–choice teaching knowledge test (TKT Module 1).

Methodology

• The portfolio tasks.

• Assessment of teaching.

Teaching practice

B: Optional face–to–face seminars

There is an optional face–to–face seminar for each online module to:

• develop and extend the online materials

• provide participants with supportive opportunities to engage in discussionand practice activities relevant to their own classroom context.

Methodology Teaching practice

A: Online modules

Each of the eight modules:

• addresses key concepts and principles related to the overall topic• provides a range of activities which ensure that participants engage

with course content and can apply what they have learned to their

own classrooms

• includes regular progress tests to check learning.

C: Practical portfolio tasks

For each module there is a practical

written task to enable participantsto apply their learning in their own

classrooms.

D: Practical teaching observations

The teaching observations give

participants the opportunity to:

• consolidate and put their online

learning into practice

• receive developmental feedbackfrom locally appointed trainers.




2 Course structure

2. Course structure

Total – 120 hours, plus optional trainer–led material

Optional

Module contentOnline

material

Theory to

practice

tasks1

Portfolio

tasks

Teaching

practice2

Trainer–led

material3

Hours

Introduction to the course

Module 1 – Managing the secondary classroom 10 1 2 3

Module 2 – Language learning and the teenage learner 9 1 2 3

Module 3 – Developing listening, speaking, reading and writing

skills in the secondary classroom12 1 2 3

Module 4 – Language awareness for teaching 10 1 2 3

Module 5 – Developing language use in the secondary

classroom12 1 2 3

Module 6 – Planning language learning in the secondary

context9 1 2 3

Module 7 – Resources for learning in the secondary classroom 12 1 2 3

Module 8 – Assessing language learning in the secondary context 10 1 2 3

Total hours 120+4 84 8 16 12 24

1 Theory to practice tasks will take a total of 1 hour per module.

2 Teaching practice is made up of three 1–hour lessons, with pre– and post–

lesson work – 12 hours in total.

3 Optional trainer–led material can be delivered face–to–face or online.

4 The numbers of hours specified above represent a minimum number for each

element of the course.




Key features 3

3. Key features

3.1 Focus on development

The course content includes multiple opportunities for participants to improve their practice through practical activities in

seminars, practical classroom tasks and observed teaching with developmental feedback.

3.2 Control

Participants can:

• work at their own pace through the online modules

• select ideas relevant to them to try out in the classroom.

Local course providers can:

• administer and monitor the course

• schedule the assessment to meet local needs.

3.3 Flexibility

Providers can structure the course to meet participants’ needs:

• Individual modules, or groups of modules, can be selected.• Modules can be done in any order.

• The course can be completed with formal assessment, leading to the CELT–S qualification, or can be completed

without formal assessment.

• Optional face–to–face seminars are available to provide contextualised content.




4 Methodology and design of the online modules

4. Methodology and design

of the online modules

4.1 Clear progression and opportunity to succeed

The design of every element from question–level feedback to overall course structure is carefully formulated to give participants

every opportunity to succeed, have a clear sense of progress and build both their knowledge and confidence:

• Objectives are clearly stated at the beginning of each lesson.

• Introductory activities are carefully designed to allow participants to reflect on and relate what they already know to

the content of each module.

• Every lesson includes input, practice, a progress test and ideas for further reading.

• There are regular, structured opportunities to apply new knowledge in the classroom, reflect on those experiences andreceive guidance on how to further develop teaching skills.

• Participants can review and repeat all activities.

4.2 Focus on practice

Throughout the course, participants are presented with tasks to immediately apply or relate new knowledge to a classroom

situation and reflect on the experience. These activities:

• consolidate new knowledge

• help to ensure relevance and implementation of new ideas and strategies• help participants to make changes to their teaching practice in achievable stages

• provide feedback to help motivate participants and help them to develop their skills.

4.3 Adequate and timely feedback

• Feedback is designed to:

– be immediate: to help participants become aware of what they do and do not know

– support and guide the participant: to help close the gap between the participant’s current level of knowledge and

the content being presented – feedback provides information, hints, guiding questions, explanations, examples

and support on how to approach a given task – build confidence: if participants do not understand the first time, there are further opportunities for them to

develop understanding and use the concepts being presented – participants have their correct responses

confirmed, and their incorrect responses generate further guidance.

• Once each activity has been completed, all answers can be reviewed; explanatory text appears as appropriate.




Methodology and design of the online modules 4

4.4 Accessibility

• Participants start the course with a video guide of tips for studying online and an interactive tutorial where they try

out the activity types that they will encounter in the course.

• CELT–S is suitable for teachers of all levels of English. The language used to describe methodology and concepts has

been written to be clear, concise and comprehensible. Teaching terminology has been glossed to ensure that teacherscan understand and use the correct terms to discuss and develop their teaching practice.

• A glossary providing definitions of key teaching terms and concepts can be accessed throughout the course.

• Participants are able to view transcripts of audio and video recordings.

4.5 Usability and navigation

• The online modules have been designed with a simple interface, clear sections and a linear layout.

• Introductory sections, as well as consistent use of navigation controls, make the structure of the course clear and easy

to follow.

• Completion is marked at the level of individual activity to show progress.

• Simple buttons and controls are used throughout to ensure any lack of technological confidence is not a barrier to

learning.

• Each activity is presented with a simple design and clear graphics to ensure a focus on the knowledge being

presented, practised and applied.




5 Structure and content of the online modules

7 Cambridge English CELT–S Course guide

5. Structure and content of the

online modules

5.1 Structure

• Each module consists of nine lessons.

• Each lesson contains an introduction, content sections containing input and practice, and a final review and test

section.

• Participants can work through the modules, lessons and sections in any order and at their own pace; each section can

be repeated to review content if necessary, for example after a break in study.

5.2 Content

5.2.1 Introduction

Introductory activities are carefully designed so that participants can relate what they already know to the content

about to be presented.

The introduction begins with the aims of the lesson and includes an interactive lead–in. The lead–in encourages

participants to think about their teaching experience in the secondary classroom. For example, participants may

respond to questions about their own classroom practice. Feedback gives a response and links the lesson content to

the participant’s answer.

Example of lesson aims: Example of a lead–in activity:




Structure and content of the online modules 5

5.2.2 Input

Each lesson contains input in the form of audio, video

or text.

A range of inputs is used to provide course content. All

input is on interactive slides: participants always have a

task to do while listening, reading or watching, and this

task helps participants to check if they have understood

the main content.

For example, generally, participants will read or listen to

a text twice:

• to develop an understanding of the

organisation of the text, the general meaning,

or identify the key points in the input

• to develop a more detailed understanding of

the main concepts.

For example, participants might listen to a teacher

talking about reading in the secondary classroom: first to identify different kinds of reading tasks, and then to explore

when and how to use these tasks.

Input includes:

1. Listening to audio

Recorded with a range of accents which are comprehensible in global contexts, including:

a. Teachers:

• talking about learners

• giving advice to another teacher in their

context or in a different context

• talking about coursebooks, activities

• planning a lesson

• talking about stages of a lesson

• evaluating a lesson

• doing something in a lesson, e.g. giving

instructions.

b. Teacher trainers:

• giving feedback

• giving advice

• providing input

• presenting information at a conference.

c. Learners:

• talking about learning

• talking about activities.

2. Reading

• lesson plans

• a teacher’s evaluation of a lesson

• coursebook and other materials• lists of dos/don’ts, advantages/disadvantages

• examples of learners’ work

• quotes from teachers and learners

• texts to use in class

• articles and blogs.

3. Watching video

• of recorded examples of good practice

• of trainers talking about methodology.

Example of an audio input:






5.2.3 Checking activities

Every interactive activity allows two attempts (where appropriate), with clear, instructional feedback provided at

individual question level – either to aid a subsequent attempt, or reinforce a correct answer.

Checking activities are interactive and include a

variety of question types:

• Multiple choice

• True/False

• Matching drag and drop

• Gap–fill drag and drop

• Grouping drag and drop

• Gap–fill typing

• Hotspot

• Ordering

• Post–task reflection.

5.2.4 Practice activities

Interactive practice activities follow on from all new input. These activities focus on practical classroom application.

Practice activities include looking at teaching materials and tasks and making decisions about how to use them in the

classroom; reading about classroom situations and identifying actions the teacher can take; deciding what materials to

use in specific situations. Feedback in practice activities helps to reinforce ideas and concepts from the input.

Example of a practice activity: Example of feedback in a practice activity:

The cycle of input and practice is repeated throughout the lesson.

Example of a checking activity:




Structure and content of the online modules 5

5.2.5 Theory to practice

Theory to practice activities are situated at the end of relevant lessons in the module. These activities encourage

participants to focus on practical classroom application in their own professional contexts. Typically, there is a short

task for the participants to carry out using the methodology from the lesson. They do the task in their classrooms or

other professional contexts, then report back by selecting answers to the questions in

the activity.

Feedback provides appropriate guidance that helps participants to apply the methodology more successfully in future,

or to extend their use of the methodology.

5.2.6 Review

At the end of each lesson, participants review main ideas, techniques and lesson content. The review also brings

together practical teaching tips from the lesson and provides links to future lessons.






5.2.7 Progress test

After reviewing the content of a lesson, participants complete a short multiple–choice progress test to help them check

their understanding of the lesson. Participants have two attempts and can review their answers at the end of the test.

5.2.8 Further reading

At the end of each lesson, participants see suggestions for relevant books, articles and resources to help them explore

the main areas of the lesson.




Teaching practice 6

6. Teaching practice

6.1 Portfolio tasks

Each module concludes with a practical task that requires participants to apply their online learning to their local context.

• For seven of these portfolio tasks participants review the online course content, consider the needs of their own

classes and teach a lesson using a selected technique, resource or activity aimed at developing their practice. Having

taught the lesson, participants submit an outline of the lesson together with evidence and an evaluation of their

practice.

• One portfolio task involves researching an area of language which is relevant to the participant’s classroom teaching.

• These tasks are marked by a locally appointed trainer.

6.2 Teaching observation component

The teaching observation component consists of up to three classroom observations supervised by a locally

appointed trainer.

• The first two observations are optional formative assessments – participants receive feedback from their trainer with

advice and guidance on areas for development. The focus of these two assessments is outlined in the diagram below.

These assessments are supported with revision activities.

Figure 2 –The two formative assessments

• The third observation is compulsory for participants working towards the CELT–S qualification.

• All trainers receive training in applying the assessment criteria to ensure that participants are graded fairly and

consistently.

Prepare, teach and evaluate a

classroom task with adaptions for

weaker and stronger learners

Teaching observation 2 –

Classroom management:

differentiation

Set up, monitor and give feedback

on a communicative pair or group

speaking activity

Teaching observation 1 –

Classroom management: setting up

and managing activities




7 Trainer–led material

7. Trainer–led material

7.1 Flexible seminars

There is an optional trainer–led seminar linked to each module.

• The seminars aim to activate participants’ online learning.

• Each seminar provides participants with the opportunity to focus on their own context, to discuss classroom issues,

and work collaboratively to develop and share good practice.

• To allow flexibility, each seminar contains three hours of training material divided into two hours plus one optional

hour.

• The methodology used in the seminars provides examples of good practice that participants can use in their own

classrooms.

7.2 Integrated design

• The formative assessments and the seminars can be integrated into the course to suit the needs of the local context.

• Figure 3 below illustrates how the course has been designed to integrate all course components and allow maximum

opportunities for participants to apply new learning in their classrooms. However, all elements of the course can be

organised as relevant to the needs of participants and the context in which the course is being delivered.

Figure 3 – Design and integration of course elements

Participants

and their

learners

Formative Assessment 1

Portfolio task 3

Portfolio task 4

Portfolio task 5

Module 3

Module 4

Module 5

Seminar 3

Seminar 4

Seminar 5

Portfolio task 1

Portfolio task 2

Module 1

Module 2

Seminar 1

Seminar 2

Formative Assessment 2

Final Assessment

Portfolio task 6

Portfolio task 7

Portfolio task 8

Module 6

Module 7

Module 8

Seminar 6

Seminar 7

Seminar 8




Syllabus 8

8. Syllabus

8.1 Syllabus aims

The CELT–S modules aim to develop core professional competencies, specifically:

1. To create and maintain an inclusive and productive learning environment, in which learners are actively engaged and

appropriately supported.

2. To develop understanding of, and the ability to respond to, the specific needs of secondary school learners for current and

possible future contexts.

3. To extend teachers’ repertoire of approaches and techniques for developing their learners’ skills.

4. To increase teachers’ own knowledge of grammar, vocabulary and pronunciation and their own use of terminology in the

classroom.

5. To extend teachers’ repertoire of approaches and techniques for developing their learners’ language .

6. To provide teachers with the tools to plan schemes of work and individual lessons to achieve positive learning outcomes.

7. To help teachers make more effective use of main and supplementary resources that can be exploited to support learning inand beyond the classroom.

8. To raise awareness of, and help teachers use, a variety of methods of assessment.




8 Syllabus

8.2 Syllabus content

Module 1 – Managing the secondary classroom

Unit 1 Creating and maintaining a constructive learning environment

1. A positive learning and teaching

environment – key principles

a. Teaching styles: their

suitability to the context and

their impact on learners.

b. Classroom presence:

establishing rapport while

maintaining authority.

c. Teacher language: using

language to engage andsupport learners.

2. Establishing and maintaining a

positive learning and teaching

environment

a. Teacher roles: the teacher as

motivator, manager/resource/

facilitator/enabler.

b. Managing learners with

different characteristics.

c. Managing the classroom

space to maximise learning.

3. Establishing and maintaining a

collaborative working environment

– discipline

a. Establishing effective,

appropriate, positive and

realistic sets of rules.

b. Involving learners in

establishing effective routines,

rules and responsibilities.

c. Managing misbehaviour,including prevention strategies.

Unit 2 Managing classroom activities effectively

1. Activity types

a. Encouraging active learning

through appropriate activity

types.

b. Oral practice activities:

rationale for using them and

how to set them up.

c. Written practice activities:

rationale for using them and

how to set them up.

2. Setting up activities

a. Ways of setting up activities

and getting learners’ attention.

b. Techniques for giving clear oral

and written instructions.

c. Rationale and techniques forchecking understanding of

instructions.

d. Rationale for and organisation

of pair and group work.

3. Monitoring and feedback

a. Monitoring for task

achievement; monitoring

progress; monitoring

techniques.

b. Monitoring – collecting

information; shaping feedback

and informing decision

making.

c. Feedback: purpose and

benefits; strategies for

effective feedback.

Unit 3 Managing differences in the classroom

1. Differentiation

a. Inclusive teaching and learning– recognising differences in

the classroom.

b. Strategies for managing and

responding to differences in

the classroom.

c. Scaffolding – concept and

classroom strategies

2. Differentiation through tasks and

teaching strategies

a. Differentiation through

teacher talk.

b. Using open and closed tasks

for differentiation.

c. Designing alternative versions

of a task to provide support or

challenge.

3. Differentiation through feedback

and grouping learners

a. Varying feedback to include all

learners.

b. Grouping learners to support

learning, e.g. by ability,

personality or learning style.




Syllabus 8

Module 2 – Language learning and the teenage learner

Unit 1 Learning language in the secondary education sector

1. The learners and their contexts –

key principles

a. The teenage learner: keycharacteristics of teenagers.

b. Teenage learners in context:

the secondary school

classroom – challenges.

c. Teenage learners in context:

the secondary classroom –

strategies.

2. L1 and L2 language learning

a. Learning a first language vs.

learning a second language:key differences.

b. Success in language learning:

key factors.

c. The role of error in language

development.

3. Using questions in the classroom

environment

a. Using questions to involve andengage learners.

b. Asking questions which

support learning.

c. Identifying productive

questions.

Unit 2 Learning needs, styles, motivation and preferences

1. Different ways of learning

a. Learning styles and

preferences: an introduction.

b. Multiple intelligences:

identifying Gardner’s 8

intelligences.

c. Supporting visual, aural and

kinaesthetic learners.

2. Motivating learners

a. Extrinsic vs. intrinsic

motivation.

b. Activities and strategies

for developing extrinsic

motivation.

c. Activities and strategies

for developing intrinsic

motivation.

3. Supporting learner’s needs and

learning preferences

a. Identifying learners’ needs

and preferences: classroom

activities and techniques.

b. Teaching the class and

individuals within the class:

challenges/finding solutions.

c. Teaching the class and

individuals within the class:

activities and teachingtechniques.

Unit 3 Encouraging and supporting active and independent learning

1. Learner–centred teaching– key

principles

a. Learner–centred teaching: key

principles.

b. Strategies for creating a

learner–centred classroom.

c. Affective learning: key

principles and strategies.

2. Involving learners in the learning

processs

a. Developing independent

learners through active

learning strategies.

b. Involving learners in

establishing lesson aims.

c. Active learning: identifying

advantages and challenges;

finding solutions.

3. Encouraging independent learning

a. The importance of developing

independent learners.

b. Developing independent

learning strategies.

c. Additional strategiesfor developing learner

independence.




8 Syllabus

Module 3 – Developing listening, speaking, reading and writing skills in the secondary classroom

Unit 1 Teaching listening and reading

1. Receptive skills – developing

listening and reading skills in the

classroom

a. Teaching the receptive skills:

key principles.

b. Top–down vs. bottom–up

processing.

c. Reading and listening in the

classroom: challenges and

solutions.

d. Using authentic texts to

supplement coursebook

materials.

e. Intensive vs. extensive reading

and listening.

2. Teaching listening

a. Pre–listening tasks: types and

rationale for use.

b. Initial listening tasks: task

types and rationale for use.

c. Detailed and post–listening

tasks: task types and rationale

for use.

3. Teaching reading

a. Pre–reading tasks: types and

rationale for use.

b. While–reading activities: task


c. Post–reading activities: task


Unit 2 Teaching speaking

1. Teaching speaking and developing

speaking skills

a. Purposes for speaking English

in the classroom (learners and

teachers).

b. Using English vs. L1 in the

classroom: advantages and

disadvantages.

c. Accuracy and fluency in the

communicative classroom: key

concepts.

d. Rationale and strategies for

correcting spoken language.

2. Different speaking task types

a. Developing speaking subskills.

b. Developing interactive

strategies.

c. Controlled and guided

speaking.

d. Speaking activities with large

classes: common problems

and solutions.

3. Managing speaking activities

a. Setting up activities: the

importance of staging

activities.

b. Approaches and strategies fordealing with spoken errors.

c. Approaches for effective peer–

and self–correction.

d. Additional strategies for

providing feedback and

correction.

Unit 3 Teaching writing

1. Teaching writing and developing

writing skills

a. Definition of writing skills.

b. Process vs. product writing.

c. Purposes of writing in class vs.

writing as homework.

2. Different writing task types

a. Rationale for use of different

writing tasks in class.

b. Examining different types of

writing and recognising their

purpose.

c. Using coursebooks to explore

text genres.

3. Managing writing tasks

a. Setting up writing tasks, aims

and stages.

b. Dealing with written error:

common problems and

solutions.

c. Evaluating writing: assessment

categories, correction codes

and checklists.




Syllabus 8

Module 4 – Language awareness for teaching

Unit 1 Grammar

1. Word classes

a. Defining terms: meaning, form

and pronunciation.

b. Main word classes and their

uses.

c. Sub–categories of word

classes and their uses.

d. Using a dictionary to recognise

word classes.

2. Grammar structures

a. Terminology for describing

grammar (form and meaning).

b. Structures with one form

and more than one meaning;

teaching priorities.

c. Using grammar reference

sources.

3. Functional language

a. Key concepts.

b. Modal verbs and their

functions.

c. Using a reference resource for

use of modals.

Unit 2 Vocabulary

1. Key concepts in vocabulary

a. What it means to know a

word; meaning, form and

pronunciation.

b. Key terms relating to different

types of words.

c. Using reference resources

to improve knowledge of

vocabulary.

2. Word formation

a. Key terms relating to word

formation.

b. Introducing common affixes:

prefixes and suffixes.

c. Meaning and use of common

prefixes and suffixes.

d. Spelling rules: using spelling

rules for word formation to

help learners.

e. Using reference resources

to find information on

vocabulary.

3. Combining words

a. Key terms relating to

combining words.

b. Common collocations: nouns

with do, make or take.

c. Fixed expressions with nouns,

verbs, adjectives and adverbs.

d. Different types of multiword

verbs/phrasal verbs.

e. Using dictionary abbreviationsto understand multiword units.

Unit 3 Pronunciation

1. Key concepts in pronunciation

a. Key concepts and terminology,

e.g. (sounds, stress and

intonation): variation in spoken

English.

b. Key terminology for using

the phonemic chart, e.g.

(phoneme, voiced and unvoiced

sounds).

c. The schwa: recognising and

practising weak and strong

forms.

d. Using reference resources

for information about

pronunciation.

2. Pronunciation and stress

a. Key terminology, e.g. (syllable,

word/sentence stress, primary/

secondary stress).

b. Identifying and understanding

rules for word stress.

c. Sentence stress and meaning:

content vs. function words and

sentence stress.

d. Contrastive stress: definition

and uses.

e. Using dictionaries to identify

word stress.

3. Connected speech and intonation

a. Key concepts: recognising the

features of connected speech.

b. Key terminology, e.g. (wordboundaries; contractions

assimilation, elision).

c. Intonation and meaning;

falling and rising intonation.

d. Using reference resources to

identify intonation patterns.




8 Syllabus

Module 5 – Developing language use in the secondary classroom

Unit 1 Teaching language

1. Key concepts in teaching

language

a. Meaning, form andpronunciation (in

communicative language

teaching).

b. Using context in language

lessons: rationale and

methods.

c. Staging a language lesson.

d. Checking meaning/

understanding.

2. Key principles in teaching language

a. Lesson stages and stage aims.

b. Establishing a clear, appropriate and

generative context.

c. Modelling language: using

appropriate, clear and natural

models.

d. Involving learners through learner–

centred approaches.

e. Building a record of new language.

f. The role of error correction in a

communicative approach.

g. The importance of controlled

practice.

3. Different techniques for introducing

and practising language

a. Using different lessonframeworks to teach language.

b. Introducing new language in

context: exploring different

techniques.

c. Checking understanding through

use of concept questions.

d. Checking understanding: using

timelines.

e. Controlled practice: different

kinds of practice activities.

f. Correcting learners: when and

how to correct learners.

Unit 2 Teaching vocabulary


vocabulary

a. What it means to know

a word; the challenges of

teaching vocabulary.

b. Use of context to develop

understanding and

comprehension.

c. Active vs. passive

vocabulary.

2. Key principles in teaching vocabulary

a. Criteria for identifying which items

to focus on.

b. The importance of recycling

vocabulary.

c. Vocabulary for short–term vs.

long–term use.

d. Helping learners to record

vocabulary.

3. Key techniques for teaching

vocabulary

a. Non–verbal techniques for

conveying meaning.

b. Verbal techniques for conveying

meaning.

c. Using translations and

definitions.

d. Checking understanding; using

concept questions.

e. Techniques for teaching

vocabulary.

Unit.3 Teaching pronunciation


pronunciation

a. The phonemic chart: using

the chart in class and

online as a learning aid.

b. Word stress: classroom

activities for helping

learners to recognise word

stress.

c. The importance of sentence

stress and intonation:

classroom activities.

2. Teaching pronunciation 1

a. Features of pronunciation:

identifying what to teach;

classroom activities.

b. Providing models for

pronunciation: sources.

c. Using visual, auditory and

kinaesthetic techniques; classroom

activities.

3. Teaching pronunciation 2

a. Choral drilling: effective use.

b. Use of minimal pairs to

improve pronunciation.

c. Making drills meaningful.

d. Shadow reading: uses and

sources.

e. Integrating pronunciation workinto all language work.




Syllabus 8

Module 6 – Planning language learning in the secondary context

Unit 1 Planning a lesson

1. Lesson planning – key concepts

a. Planning a lesson: reasons for

planning and using a lessonplan.

b. Using a lesson plan template

to support teaching.

c. Different ways of reflecting

before and after teaching.

d. Recording key events to inform

future lessons.

2. Lesson planning – identifying aims,

problems and solutions

a. Identifying and writingdifferent aims.

b. Identifying and supporting the

main aim of a lesson.

c. Identifying stage aims:

thinking about different

activities to support stage

aims.

d. Anticipating problems and

identifying solutions.

3. Lesson planning – analysing

language and skills before the lesson

a. Analysing grammar: meaning,use, form and pronunciation

and implications for teaching.

b. Analysing vocabulary and

implications for teaching.

c. Analysing reading and

listening skills and subskills

and implications for teaching.

d. Analysing writing skills and

subskills and implications for

teaching.

e. Analysing speaking skills and

subskills and implications for

teaching.

Unit 2 Writing lesson plans

1. Writing a lesson plan – key principles

a. Writing an effective procedure

page.

b. Logical procedures forteaching language and skills.

c. Ensuring a variety and balance

of interaction patterns.

d. Ensuring the plan is cohesive.

e. Strategies for including

personalisation.

2. Writing a functional and practical

lesson plan

a. Planning for practical

purposes: how to write

lesson outlines

b. Writing a flexible plan to

account for learner responses.

3. Practising planning and writing

lesson plans

a. Planning a lesson using a

coursebook.

b. Planning stages and

procedures for different

lessons.

c. Planning longer lessons

including both language and

skills work.

Unit 3 Planning a scheme of work

1. Planning a scheme of work – key

considerations

a. The difference between a

syllabus and a curriculum.

b. Advantages of using a scheme

of work.

c. Content of a typical scheme

of work.

d. Approaches to designing and

writing a scheme of work.

2. Planning and writing a scheme of

work 1

a. Including an overview:

different kinds of overview.

b. Using and adapting the

coursebook to write a scheme

of work.

c. Including testing and

reviewing in a scheme of work.

3. Planning and writing a scheme of

work 2

a. Including summative exam

practice.

b. Providing for learners with

special requirements.

c. Including records of work.




8 Syllabus

Module 7 – Resources for learning in the secondary classroom

Unit 1 Evaluating, selecting, using and adapting coursebook materials

1. Evaluating, selecting and adapting

coursebooks

a. Advantages and challenges ofusing a coursebook.

b. Evaluating coursebooks.

c. Adapting and adding to

coursebook materials.

2. Using coursebook materials

a. Identifying the aims of

coursebook materials andmatching to learner needs.

b. Selecting, adapting and

replacing coursebook

materials.

c. Selecting additional

coursebook resources and

materials to support lesson

aims.

3. Adapting coursebook materials

a. Re–ordering coursebook

materials.

b. Reasons for and ways of

adapting coursebook activities.

c. Adapting the coursebook to

provide support or challenge.

Unit 2 Evaluating, selecting and using supplementary materials

1. Evaluating and selecting

supplementary materials

a. Supplementary materials,

including online materials.

b. Evaluating materials for

occasional classroom use.

c. Evaluating materials for regular

classroom use.

d. Potential problems withsupplementary materials and

some solutions.

2. Using supplementary materials

a. Using supplementary material.

b. When and how to use songs.

c. When and how to use DVD/

film clips.

d. When and how to use games.

3. Creating materials

a. Consideration of effort

required vs. outcome.

b. Creating effective and

professionally presented

worksheets.

c. The teacher and learners as

resources.

d. Involving learners in creatingmaterials.

Unit 3 Using teaching aids effectively, including technology

1. Exploiting teaching aids in the

traditional classroom

a. Effective use of pictures, realia

and the board.

b. The board as a learning tool in

the classroom.

c. Identifying the best aids to use

in different situations.

d. Involving learners in managing

and creating teaching aids.

2. Exploiting technology in the

classroom – teaching materials

a. Advantages and

disadvantages of using IWBs.

b. Effective use of presentation

software.

c. The advantages and pitfalls

of using technology in the

classroom.

3. Exploiting technology – involving

the learners

a. Type of technology for use in

the classroom by learners.

b. Purposeful use of technology

in the classroom.

c. Training learners to use

technology effectively and

safely.




Syllabus 8

Module 8 – Assessing language learning in the secondary context

Unit 1 Principles and purposes of classroom–based assessment

1. Key words and concepts in

classroom–based assessment

a. Understanding key terms:assessment, evaluation, test

and exam.

b. Understanding key concepts:

validity, reliability, fairness,

impact and practicality .

2. Key purposes of assessment

a. Stakeholders and their roles in

assessment feedback.

b. Assessment feedback and

results teachers provide to

stakeholders.

c. Diagnostic assessment.

d. Formative and summative

assessment.

e. Achievement–based

assessment and progress

testing.

3. Formal and informal assessment

tools

a. Formal vs. informalassessment.

b. Sources of informal classroom

assessment for reading and

writing skills.

c. Sources for informal

assessment of speaking and

listening skills.

d. Preparing and administering

teacher– and learner–friendly

tests.

Unit 2 Classroom–based assessment tools

1. Objective tests

a. Key features and uses of

objective tests.

b. Designing objective tests 1:

writing tasks to assess reading

and listening skills.

c. Designing objective tests2: writing tasks to assess

language.

2. Subjective tests

a. Key features and uses of

subjective tests.

b. Designing subjective tests for

writing and speaking skills.

c. Preparing and using mark

schemes.

3. Writing and preparing classroom

tests

a. Developing a test 1: the main

stages of test development.

b. Developing a test 2: key

considerations for marking

tests.

Unit 3 Formative and summative assessment

1. Feedback in formative assessment

a. Key considerations: purposes,

advantages, strategies.

b. Self– and peer–assessment:

purposes, advantages and

strategies.

c. Using learner profiles for

formative assessment.

2. Using assessment evidence in

learning and teaching

a. Helping learners to keep track

of their own learning.

b. Using assessment information

to identify problem areas.

c. Using short activities to

help learners with specific

problems.

d. Using longer activities to

help learners with specific

problems.

3. Summative assessment

a. The nature and impact of

summative tests.

b. Preparing learners for

summative tests/final exams.

c. Helping individuals and groups

revise.

d. Helping the class revise.



Cambridge English Language Assessment is part of the University

of Cambridge. We develop and produce the most valuable range of

qualifications for learners and teachers of English in the world. Over

5 million people take Cambridge English exams each year in more than

130 countries. Around the world over 20,000 universities, employers,

government ministries and other organisations rely on our exams and

qualifications as proof of English language ability. Cambridge English

exams are backed by the work of the largest dedicated research team of

any English language test provider.

Cambridge English Language Assessment – a not-for-profit organisation.2

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Further information

About Cambridge English, including international language standards

www.cambridgeenglish.org/why–cambridge–english

Published research

www.cambridgeenglish.org/research–and–validation/published–research

Teaching English, including Cambridge English Teaching Qualifications, Courses

and Teaching Framework

www.cambridgeenglish.org/teaching–english

CELT–S

www.cambridgeenglish.org/celt–s

http://www.cambridgeenglish.org/why-cambridge-english/

http://www.cambridgeenglish.org/research-and-validation/published-research/

http://www.cambridgeenglish.org/teaching-english/

http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celt-s/

http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celt-s/

http://www.cambridgeenglish.org/teaching-english/

http://www.cambridgeenglish.org/research-and-validation/published-research/

http://www.cambridgeenglish.org/why-cambridge-english/

celt-s - course guide.pdf

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