CAMBRIDGE/RSA CELTA COURSE NOV/DEC 1999 COURSE ASSIGNMENTS 1) CASE STUDY vs ‘Thu week 1 ~ © Submit: Mon week 4 —_> Fass, Fesabectted v Return: Fri week 4 2) LANGUAGE ANALYSIS ~ Set: ‘Tue week 2 ~ Submit: Mon week 3 V~ / Return: Fri week 3“ = ————> Pass 3) EVALUATION OF MATERIALS Set: Tue week 3 9 Y Submit: Monweek 3. ——> 457 ¥ Return: Thu week 5 ~ 4) REFLECTION ON TEACHING AND LEARNING v Set: Mon week 2 ~ ~ Submit: Tue week 5. Return: Fri week 5 —> Rs sker —___—___ “y ILG Prague - Teacher Training DeptAue Monday Ubeck gf UD) ‘To develop an insight into students as people and as language learners and to develop the ability to assess students’ level and problems through a detailed study of one student. “As Select a student and arrange times to meet. Your TP class is the most obvious source, though the student doesn't have to be a'IP student. Whoever you choose, however, should be actively studying, English, i. attending a course somewhere, and stiould not be someone you know intimately ! Use the following notes to guide you and write a report on your case study. It would be helpful if you made use of headings and sub-headings. Please submit copies of any relevant material used. This is a very practical assignment, and one where the process of actually "examining" a learner in some detail is just as important as the finished product. Section A: The student as a person and asa language leamer Here you are concemed with those factors that may influence or affect the student's learning, both positively and negatively. Consider the following: he student's background = Previous language leaming experiences How ong has s/he been learning English ? ‘What approach was taken ? What is her/his opinion ofthis previous experience ? + Motivation ‘Any specific aims in learning English ? ~ Attitude to learning and to the language Does s/he like learning English ? ‘What language problems does s/he feel s/he has ? What does s/he feel she needs to work on? Does s/he devote any time to study outside the classroom ? ~ Anything else that you think may affect her/his learning. (Section A should form no more than 25% of the total assignment) ‘Section B: The student's language level Assess in the following areas: . 1. Effectiveness of oral communication (speaking and listening) How easily do you understand her/him ? ‘To what extent do you have to grade your language in order to make yourself understood ? How easily does s/he understand you ? Mention specific problems if appropriate. 2. Structural accuracy Do grammatical errors impede your understanding ? Are there any particular problem areas ? Give examples. 3. Appropriacy and survival English Does s/he make marked conversational errors, such as sounding too formal informal —; Ask a few survival situation questions of the "What would you say .. responses in terms of appropriacy (comment on accuracy only if it affects appropriacy ‘examples of some of the student's responses. Sennial Kushek TLE Prague - Teacher Training Dept4, Pronunciation Generally, how easy is s/he to listen to ? Are there any particular problem areas re pronunciation (e-g. sounds, stress, intonation, fluidity) ? Give examples. 5. Writing ‘Assess this in terms of ability to write for a communicative purpose. You could ask the student to write a lettére.g. accepting an invitation to stay with an English-speaking fhendgAssessyhe letter in ferms of appropriacy and ability to convey the message. Attach a copy of the letter. Then be ‘Section C: Conclusions ~ Te levens chat was set Peeve Imagine you were to give the students a recommended ‘study plan’ for the coming period. Which of the above areas would you advise her/him to work on in the immediate future ? State why you selected these particular areas. Your final report should be not ess than 1000 words and - ideally - not more than 1500 words. WHAT ARE WE LOOKING FOR ? ‘An assignment that covers the topics outlined above. Evidence of ability to identify specific problems areas, to choose areas that need working on and to offer rationale for your choices. Some awareness of the factors that may influence learning. We don't need to agree with everything you write, and we are aware of the relatively low level of TEFL experience that you're bringing to this assignment. An example of a fail assignment could be one that is simply a vague +/or anecdotal account of the topics you discussed, with little or no reference to the student's ability. Another example might be one that has an awful lot of information in section A, but little or no analysis in sections B and C. 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