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Course guide

Contents
1. Overview

6. Teaching practice

12

1.1 B
 lended learning course

6.1 Portfolio tasks

12

6.2 Teaching observation component

12

1.2 C
 ourse completion and assessment

2. Course structure

7. Trainerled material

13

7.1 Flexible seminars

13

7.2 Integrated design

13

3. Key features

3.1 Focus on development

3.2 Control

8. Syllabus

14

3.3 Flexibility

8.1 Syllabus aims

14

8.2 Syllabus content

15

4. Methodology and design of the online modules 5



4.1 Clear progression and
opportunity to succeed

4.2 Focus on practice

4.3 Adequate and timely feedback

4.4 Accessibility

4.5 Usability and navigation

5. Structure and content of the online modules

5.1 Structure


5.2 Content
5.2.1 Introduction
5.2.2 Input

5.2.3 Checking activities

5.2.4 Practice activities
5.2.5 Theory to practice


5.2.6 Review

5.2.7 Progress test


5.2.8 Further reading

1Cambridge English CELTS Course guide | UCLES 2015

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7
8
9
9
10
10
11
11


Module 1 Managing the secondary
classroom

15


Module 2 Language learning
and the teenage learner

16


Module 3 Developing listening, speaking,

reading and writing skills in the secondary
classroom

17


Module 4 Language awareness
for teaching

18


Module 5 Developing language use in the
secondary classroom

19

Module 6 Planning language learning


in the secondary context

20


Module 7 Resources for learning in the

secondary classroom

21


Module 8 Assessing language learning
in the secondary context

22

Overview1

1. Overview
The Cambridge Certificate in English Language Teaching Secondary (CELTS) is a qualification designed for English language teachers
working in secondary education (ages 1118). 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 trainerled material that can be
delivered facetoface or online
CELTS is a 120hour blended learning course, comprising eight online modules and a practical component, plus optional
trainerled material that can be delivered facetoface 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 CELTS
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 participants
to apply their learning in their own
classrooms.

D: Practical teaching observations


The teaching observations give
participants the opportunity to:

B: Optional facetoface seminars


There is an optional facetoface seminar for each online module to:
develop and extend the online materials
provide participants with supportive opportunities to engage in discussion
and practice activities relevant to their own classroom context.

c onsolidate and put their online


learning into practice
receive developmental feedback
from locally appointed trainers.

1.2 Course completion and assessment


Participants who actively participate in the course and complete all assessments will gain the CELTS qualification. The
qualification is awarded at Pass or Pass with Merit. The course completion and assessment requirements are:
Methodology
Active participation in the online modules and progress tests.
A multiplechoice teaching knowledge test (TKT Module 1).

Teaching practice
The portfolio tasks.
Assessment of teaching.
Cambridge English CELTS Course guide | UCLES 20152

2Course structure

2. Course structure
Total 120 hours, plus optional trainerled material
Optional
Online
material

Module content

Theory to
practice
tasks1

Portfolio
tasks

Teaching Trainerled
practice2 material3

Hours
Introduction to the course

Module 1 Managing the secondary classroom

10

Module 2 Language learning and the teenage learner

Module 3 Developing listening, speaking, reading and writing


skills in the secondary classroom

12

Module 4 Language awareness for teaching

10

Module 5 Developing language use in the secondary


classroom

12

Module 6 Planning language learning in the secondary


context

Module 7 Resources for learning in the secondary classroom

12

Module 8 Assessing language learning in the secondary context

10

Total hours 120+4

84

16

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


Teaching practice is made up of three 1hour lessons, with pre and post
lesson work 12 hours in total.

2

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12

24

Optional trainerled material can be delivered facetoface or online.


The numbers of hours specified above represent a minimum number for each
element of the course.

4

Key features3

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 CELTS qualification, or can be completed
without formal assessment.
Optional facetoface seminars are available to provide contextualised content.

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4Methodology and design of the online modules

4. Methodology and design


of the online modules
4.1 Clear progression and opportunity to succeed
 he design of every element from questionlevel feedback to overall course structure is carefully formulated to give participants
T
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 and
receive guidance on how to further develop teaching skills.
Participants can review and repeat all activities.

4.2 Focus on practice


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

5Cambridge English CELTS Course guide | UCLES 2015

Methodology and design of the online modules4

4.4 Accessibility
P
 articipants 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.
CELTS 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 teachers
can 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


T
 he 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.

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5Structure and content of the online modules

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 leadin. The leadin 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 participants answer.

Example of lesson aims:

7Cambridge English CELTS Course guide | UCLES 2015

Example of a leadin activity:

Structure and content of the online modules5

5.2.2 Input

Each lesson contains input in the form of audio, video


or text.

Example of an audio input:

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. L istening 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 teachers evaluation of a lesson
coursebook and other materials
lists of dos/donts, 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.

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5Structure and content of the online modules

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
Gapfill drag and drop
Grouping drag and drop
Gapfill typing
Hotspot
Ordering
Posttask reflection.

Example of a checking activity:

5.2.4 Practice activities

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

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

9Cambridge English CELTS Course guide | UCLES 2015

Structure and content of the online modules5

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.

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5Structure and content of the online modules

5.2.7 Progress test

After reviewing the content of a lesson, participants complete a short multiplechoice 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.

11Cambridge English CELTS Course guide | UCLES 2015

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 participants 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

Teaching observation 1

Teaching observation 2

Classroom management: setting up


and managing activities

Classroom management:
differentiation

Set up, monitor and give feedback


on a communicative pair or group
speaking activity

Prepare, teach and evaluate a


classroom task with adaptions for
weaker and stronger learners

T
 he third observation is compulsory for participants working towards the CELTS qualification.
All trainers receive training in applying the assessment criteria to ensure that participants are graded fairly and
consistently.

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7Trainerled material

7. Trainerled material
7.1 Flexible seminars
There is an optional trainerled 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

Module 1

Portfolio task 1

Seminar 1

Module 2

Portfolio task 2

Seminar 2

Formative Assessment 1
Module 3

Portfolio task 3

Seminar 3

Module 4

Portfolio task 4

Seminar 4

Module 5

Portfolio task 5

Seminar 5

Formative Assessment 2
Module 6

Portfolio task 6

Seminar 6

Module 7

Portfolio task 7

Seminar 7

Module 8

Portfolio task 8

Seminar 8

Final Assessment

13Cambridge English CELTS Course guide | UCLES 2015

Participants
and their
learners

Syllabus 8

8. Syllabus
8.1 Syllabus aims
The CELTS modules aim to develop core professional competencies, specifically:
1. T
 o 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 in
and beyond the classroom.
8. To raise awareness of, and help teachers use, a variety of methods of assessment.

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8Syllabus

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.

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. Teacher language: using


language to engage and
support learners.

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.

2. Setting up activities
a. Ways of setting up activities
and getting learners attention.
b. Techniques for giving clear oral
and written instructions.

b. Oral practice activities:


rationale for using them and
how to set them up.

c. Rationale and techniques for


checking understanding of
instructions.

c. Written practice activities:


rationale for using them and
how to set them up.

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.

15Cambridge English CELTS Course guide | UCLES 2015

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. T
 he learners and their contexts
key principles
a. The teenage learner: key
characteristics 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.

3. Using questions in the classroom


environment
a. Using questions to involve and
engage learners.

b. Success in language learning:


key factors.

b. Asking questions which


support learning.

c. The role of error in language


development.

c. Identifying productive
questions.

Unit 2 Learning needs, styles, motivation and preferences


1. Different ways of learning
a. Learning styles and
preferences: an introduction.

2. Motivating learners
a. Extrinsic vs. intrinsic
motivation.

b. Multiple intelligences:
identifying Gardners 8
intelligences.

b. Activities and strategies


for developing extrinsic
motivation.

c. Supporting visual, aural and


kinaesthetic learners.

c. Activities and strategies


for developing intrinsic
motivation.

3. Supporting learners 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 teaching
techniques.

Unit 3 Encouraging and supporting active and independent learning


1. L earnercentred teaching key
principles
a. Learnercentred teaching: key
principles.
b. Strategies for creating a
learnercentred 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 strategies
for developing learner
independence.

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8Syllabus

Module 3 D
 eveloping listening, speaking, reading and writing skills in the secondary classroom
Unit 1 Teaching listening and reading
1. R
 eceptive skills developing
listening and reading skills in the
classroom
a. Teaching the receptive skills:
key principles.
b. Topdown vs. bottomup
processing.
c. Reading and listening in the
classroom: challenges and
solutions.

2. Teaching listening
a. Prelistening tasks: types and
rationale for use.

3. Teaching reading
a. Prereading tasks: types and
rationale for use.

b. Initial listening tasks: task


types and rationale for use.

b. Whilereading activities: task


types and rationale for use.

c. Detailed and postlistening


tasks: task types and rationale
for use.

c. Postreading activities: task


types and rationale for use.

d. Using authentic texts to


supplement coursebook
materials.
e. Intensive vs. extensive reading
and listening.

Unit 2 Teaching speaking


1. T
 eaching 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.

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.

d. Rationale and strategies for


correcting spoken language.

3. Managing speaking activities


a. Setting up activities: the
importance of staging
activities.
b. Approaches and strategies for
dealing with spoken errors.
c. Approaches for effective peer
and selfcorrection.
d. Additional strategies for
providing feedback and
correction.

Unit 3 Teaching writing


1. T
 eaching writing and developing
writing skills
a. Definition of writing skills.

2. Different writing task types


a. Rationale for use of different
writing tasks in class.

b. Process vs. product writing.

b. Examining different types of


writing and recognising their
purpose.

b. Dealing with written error:


common problems and
solutions.

c. Using coursebooks to explore


text genres.

c. Evaluating writing: assessment


categories, correction codes
and checklists.

c. Purposes of writing in class vs.


writing as homework.

17Cambridge English CELTS Course guide | UCLES 2015

3. Managing writing tasks


a. Setting up writing tasks, aims
and stages.

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. Subcategories 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.

3. Combining words
a. Key terms relating to
combining words.

b. Introducing common affixes:


prefixes and suffixes.

b. Common collocations: nouns


with do, make or take.

c. Meaning and use of common


prefixes and suffixes.

c. Fixed expressions with nouns,


verbs, adjectives and adverbs.

d. Spelling rules: using spelling


rules for word formation to
help learners.

d. Different types of multiword


verbs/phrasal verbs.

e. Using reference resources


to find information on
vocabulary.

e. Using dictionary abbreviations


to 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.

3. Connected speech and intonation


a. Key concepts: recognising the
features of connected speech.
b. K
 ey terminology, e.g. (word
boundaries; contractions
assimilation, elision).
c. Intonation and meaning;
falling and rising intonation.
d. Using reference resources to
identify intonation patterns.

e. Using dictionaries to identify


word stress.

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8Syllabus

Module 5 Developing language use in the secondary classroom


Unit 1 Teaching language
1. K
 ey concepts in teaching
language
a. Meaning, form and
pronunciation (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.

3. Different techniques for introducing


and practising language
a. Using different lesson
frameworks to teach language.
b. Introducing new language in
context: exploring different
techniques.
c. Checking understanding through
use of concept questions.

e. Building a record of new language.

d. Checking understanding: using


timelines.

f. T
 he role of error correction in a
communicative approach.

e. Controlled practice: different


kinds of practice activities.

g. The importance of controlled


practice.

f. C
 orrecting learners: when and
how to correct learners.

Unit 2 Teaching vocabulary


1. K
 ey concepts in teaching
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 shortterm vs.
longterm use.
d. Helping learners to record
vocabulary.

3. Key techniques for teaching


vocabulary
a. Nonverbal 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


1. K
 ey concepts in teaching
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.

19Cambridge English CELTS Course guide | UCLES 2015

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 work
into 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 lesson
plan.

2. Lesson planning identifying aims,


problems and solutions
a. Identifying and writing
different aims.

b. Using a lesson plan template


to support teaching.

b. Identifying and supporting the


main aim of a lesson.

c. Different ways of reflecting


before and after teaching.

c. Identifying stage aims:


thinking about different
activities to support stage
aims.

d. Recording key events to inform


future lessons.

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 for
teaching language and skills.
c. Ensuring a variety and balance
of interaction patterns.

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.

d. Ensuring the plan is cohesive.


e. Strategies for including
personalisation.

Unit 3 Planning a scheme of work


1. P
 lanning 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.

Cambridge English CELTS Course guide | UCLES 201520

8Syllabus

Module 7 Resources for learning in the secondary classroom


Unit 1 Evaluating, selecting, using and adapting coursebook materials
1. E
 valuating, selecting and adapting
coursebooks
a. Advantages and challenges of
using a coursebook.
b. Evaluating coursebooks.
c. Adapting and adding to
coursebook materials.

2. Using coursebook materials


a. Identifying the aims of
coursebook materials and
matching 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. Reordering 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. E
 valuating and selecting
supplementary materials
a. Supplementary materials,
including online materials.

2. Using supplementary materials


a. Using supplementary material.
b. When and how to use songs.

b. Evaluating materials for


occasional classroom use.

c. When and how to use DVD/


film clips.

c. Evaluating materials for regular


classroom use.

d. When and how to use games.

d. Potential problems with


supplementary materials and
some solutions.

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 creating
materials.

Unit 3 Using teaching aids effectively, including technology


1. E
 xploiting teaching aids in the
traditional classroom
a. Effective use of pictures, realia
and the board.

2. Exploiting technology in the


classroom teaching materials
a. Advantages and
disadvantages of using IWBs.

3. Exploiting technology involving


the learners
a. Type of technology for use in
the classroom by learners.

b. The board as a learning tool in


the classroom.

b. Effective use of presentation


software.

b. Purposeful use of technology


in the classroom.

c. Identifying the best aids to use


in different situations.

c. The advantages and pitfalls


of using technology in the
classroom.

c. Training learners to use


technology effectively and
safely.

d. Involving learners in managing


and creating teaching aids.

21Cambridge English CELTS Course guide | UCLES 2015

Syllabus 8

Module 8 Assessing language learning in the secondary context


Unit 1 Principles and purposes of classroombased assessment
1. K
 ey words and concepts in
classroombased assessment
a. Understanding key terms:
assessment, evaluation, test
and exam.

2. Key purposes of assessment


a. Stakeholders and their roles in
assessment feedback.
b. Assessment feedback and
results teachers provide to
stakeholders.

b. Understanding key concepts:


validity, reliability, fairness,
impact and practicality.

c. Diagnostic assessment.

3. Formal and informal assessment


tools
a. Formal vs. informal
assessment.
b. Sources of informal classroom
assessment for reading and
writing skills.

d. Formative and summative


assessment.

c. Sources for informal


assessment of speaking and
listening skills.

e. Achievementbased
assessment and progress
testing.

d. Preparing and administering


teacher and learnerfriendly
tests.

Unit 2 Classroombased assessment tools


1. Objective tests
a. Key features and uses of
objective tests.

2. Subjective tests
a. Key features and uses of
subjective tests.

b. Designing objective tests 1:


writing tasks to assess reading
and listening skills.

b. Designing subjective tests for


writing and speaking skills.
c. Preparing and using mark
schemes.

c. Designing objective tests


2: writing tasks to assess
language.

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 peerassessment:
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.

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.

d. Using longer activities to


help learners with specific
problems.

Cambridge English CELTS Course guide | UCLES 201522

Further information
About Cambridge English, including international language standards
www.cambridgeenglish.org/whycambridgeenglish
Published research
www.cambridgeenglish.org/researchandvalidation/publishedresearch
Teaching English, including Cambridge English Teaching Qualifications, Courses
and Teaching Framework
www.cambridgeenglish.org/teachingenglish
CELTS
www.cambridgeenglish.org/celts

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


All details are correct at the time of going to print in November 2015

UCLES 2015 CE | 3227 | 5Y02

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