ASIAN COLLEGE OF TEACHERS

DIPLOMA ASSISGNEMT

SHARON JANE NICODEMUS

Topic 2

1. What is the role of the teacher in CLT? (350 words)

There are different roles assigned for the teachers in Communicative Language
Teaching. The teacher plays two important roles like:

The first role is to act as an independent participant within the learning teaching
group. The second role is to facilitate the communication process between all
participants in the classroom, various activities and the participants and texts.

The first and foremost role played by the teacher is facilitator or organizer who is
responsible of the resources and sources it by himself , second role is as an advisor
who guides the procedures of the classroom and how to conduct different activities.
And the third role is of a learner and researcher to contribute their knowledge and
utilise their abilities which they actually observe the nature of the ability to learn a
language and their organizational abilities.

Additional roles for teachers are counsellors, group process manager and a need
analyst.

1. Counsellor: The expectations of a teacher counsellor role is to demonstrate

as an efficient communicator who can communicate effective way where the
intention and interpretation is clear for the audience where paraphrasing,
confirmation and finally feedback are the effective ways for a teacher
counsellor to communicate.
2. Group Process Manager: Many a time’s teachers are often required to act less
as a teacher in the CLT procedures for classroom management. It is the main
responsibility of the teacher to organize a setting for communication in the
classroom with different communicative activities. In an activity the teacher
should monitor, encourage the students and also repress the gaps in lexis,
strategy and grammar but make a notes of all the gaps made during the
communication activity. At the end of the activity the teacher should debrief
the activity and give alternatives for self-correction through discussions.
3. Need Analyst: The CLT teacher should be responsible for responding and
determining to the language needs of the learners. This should be done on one
on one basis informally and personally with the students. The teacher should
discuss the student’s perception about their learning styles, learning goals and
their learning assets. An assessment of need should be administered formally
in which the items should determine an individual’s motivation for studying a
language.
 By following these above roles a CLT teacher would able to facilitate
effectively.

2. How is the role of a student in CLT different from that in the Audio-lingual
method?(300 words)

A CLT student is expected to use the language for effective communication;

however an Audio-lingual student is required to become an expert in the language.

In the Audio-lingual method the student is observed as an organism that should

be directed by a skilled trainer with skilled techniques in training to get the correct
response output and mastery. A reactive role is played by the student to respond
to the stimuli, due to this they have little control over the content, pace or style of
learning. As the students make mistakes the students are not encourage initiating
the interactions. The students are made to perform controlled tasks as imitating
their teacher accurately by listening, imitating and responding.

On the contrary a CLT student will be a negotiator between self , object of learning
and learning process emerges from joint negotiations within the classroom
activities and procedures and the within the group. The student should contribute
for his gains, and thereby learn in an independent way.

There is no text and grammar rules for a CLT student and there is non-standard
classroom management for a CLT student. Expectations for the students are to
interact primarily with each other rather than the teacher and correction of errors
may be infrequent. It is recommended that the students are not responsible for a
failed communication it is a joint responsibility of both the speaker and listener
and the fault lies on both of them for a failed communication. Similarly, successful
communication is a joint accomplishment achieved jointly by the speaker and
listener.

Thus a CLT student is negotiator and communicator who is motivated to learn out
of interest in what is being communicated through the language. Whereas the
Audio- lingual method is different as the student is an imitator. Apart from
imitating he is expected to respond accurately and rapidly; therefore they are
motivated in the structure of the language.

3. Which methodology would you prefer to adopt teach communicative skills to a

group of teenagers in an EFL class? why?(350 words)

I will adopt Communicative Language Teaching (CLT) methodology to teach

communicative skills to a group of teens in an EFL class.
The reason behind choosing CLT is in this method emphasis is given on “task-
oriented, student- centred” language teaching practice. In CLT method students are
engaged with realistic communication to reach success while using English. It is
beneficial for the CLT students because they know the use of communication in their
real life as the students do not feel what they are learning is not useless. Even using
realistic scenarios to teach the students enables them to guess the meaning of the
message that is communicated, even if they do not understand the language
completely. This will encourage new learners and teens who lose their concentration
and interest easily will try to listen and stay focused and participate during the CLT
class.

In the scenario where the teens who are a group who get distracted easily, the CLT is
a great method as it does not stress on too much information about the language but
the language itself. The materials that are used in CLT mainly emphasize on the
discussions, role plays and other things that enable the teacher to get the students
interest and involvement in the process of learning. CLT also focuses on being able
to communicate rather than accuracy; this stimulates the students to improve their
ability to communicate using English by themselves.

In CLT the teachers are allowed to use any device which will help the learner to learn,
which will give freedom to the teachers to customize the devices and practices used
to teach the language, while sticking to the objectives and syllabus. Freedom of this
kind will allow the teacher to use devices such as games and topics that will help the
teens stay interested in the learning process of the language.

As everyone can speak a language but communicating it effectively requires the

interpretation and understanding of the message. CLT is not only focuses on the form
of the language, grammatical accuracy and more focus is given on the
appropriateness of usage of the language, communication skills and feasibility and
also in training the students in communicative activities in problem- solving ability
and this forms a great technique used to teach the communicative skills.

Topic 3

2. What are the factors one must keep in mind before evaluating a text book ? (500
words)

Traits to be considered while evaluating the Text Book can be divided into 2
Sections :

Section I : Appropriateness of the Book for the Reader :

A. One must evaluate the Book – Title, Tag Line , Author , Pricing , Supporting
material provided example : CD , write up book inclusive , . Level of the
Learner, Physical size – (Length , units , sections , hours )target audience
applicability , target skill . This information will give a basic idea of the
appropriateness of the book .
B. The title of the book gives the learner the understanding on the lexical ability of
the book and also the applicability of the caption to the learner read.
 C. Author of the book is evaluated so that the learner gets the right information
and also in case if there is any thought dispute or read change global the same
needs to be incorporated for effective learning .
D. Pricing of the book is evaluated so that the learner gets the best deal in the
market and the learning is on affordable lines
E. Supporting Material is a boon for the learner as it gives the audience an insight
on the subject of the book with more clarity and the same should be
encouraged via publisher
F. Level of the Learner: Most of the books that are available in the market are
general shared and hence the understanding of the degree of the subject dealt
should be the prime consideration for the reader.
G. Physical Size : the attributes of the units and sections that are discussed with
the number of hours prepares the reader to grasp the understanding of the
read material better .

Section II : Effective Usage of the Read Material :

A. Reader Expectation : As a writer a person evaluates various metrics before the

author pens the thought in words . This is called the Market and Reader
Analysis . This evaluation via the primary and secondary data obtained by the
author assists the author to create the Book which is rationale for the reader
and has better usage . This sought material will be helpful to understand the
gap the author is filling via this book medium
B. Availability : Once the thought has taken the shape of the read material the
same shall be available basis market where most required . This insight of
most required read material is obtained by the market study conducted by the
publisher who should inform the author on same lines . The option to
correspond with the author should be available so that the reader gets the first
hand information on the read material such as changes , improvisations , batch
availability , economic changes on the book etc .
C. User Definition : Every culture is accustomed with certain best practice and
rule of land and the same shall be considered to set the reader expectation
from the book right . In case the book is a vernacular origin the read material
shall be User friendly and the educational expectations and learning shall be
taken into consideration .
D. Feel of the Book : Every book authored should have a blend of excellent lexical
words which are put as beautiful droplet of water in a sequence with best
instructional design
E. Reach of the Book : The audience once targeted by the author shall simplify
the content and shall have the material best organised in a sequence with
index , reference guide , vocabulary list , crystal section headings, links for any
blog etc
F. Connect : the authored book is always designed to support the average
number with applicability of the topic and the pattern in which the same is
dealt for better skill enhancement of the reader .
G. Choosing the Right Grid : Has the introduction of the practice by the author
been bulls eye or is running low with the content to stack the learner with less
insight
H. Physical Attributes : This point is all about the texture , size , and heaviness of
the book
I. Interest of the Topic : Every author should focus on the way any topic is dealt
for a learner . It is always said that the book is a Man’s best friend . Truly said
as the way a book should be presented by the author should give the reader
via virtual feel the practical insight on the topic
J. Rigour : the authenticity of the book depends on the way the content is dealt
for the reader and the insight that the reader is getting post the study .
K. Social Applicability : Every book authored should be free from the cultural or
any religious bias
L. Assessment : The authored book shall have always a section to dip check the
student read understanding so that the reader has practice on the concept
dealt .
M. Learning Simulations and Exercises shall be given to the reader for better
clarity on the concept .
N. Guidance on the material shall be provided as a value add on the concept dealt
by the author
O. Money in equilibrium with the learning gained
The above mentioned factors assist the reader to evaluate the appropriateness
of the book .

3. Write a 500 word essay on planning, preparing and administering a test?

Test judge the average understanding of a learner and should be conducted

based on the type of the concept .Normally the test should be a blend of theory
and also practical applicability. The practical aspect of the test should include
the day to day scenario and concept evaluation . The test for any type of
audience shall be conducted in the below aspect :

A. Dip Check : This type of the assessment gives the learner an understanding
in a gif how the concept has been dealt and what the understanding level is.

B. Test : this can be based on tool and also paper and evaluates the reading ,
writing and understanding abilities of the learner

Kaizen : this type of the assessment takes the form and shape when an already
dealt concept is on job trained or say the work is performed and the person
has a data to be evaluated based on certain metrics . This is actually a
feedback incorporation mechanism

Feedback and Coaching Assessment : This is a type of assessment that is

based not on the average concept of the subject evaluation but on the basis of
the goal that the learner has to accomplish and on what parameters .

The Planning of the assessment shall be a blend of the concept and the
execution tardiness for the learner. When a test is planned the assessor should
begin with a Training need analysis and the aim of the concept outcome shall
be defined . The steps that we need to follow while an assessment is planned
is as below :
 A. Learning Objectives : Every dealt concept shall have a learning objective
that can be substantiated with evaluation goals , The test designed should
cater to measuring guidelines for learners and the marking of the assessment
shall have questions which Average 80% learners , 15% good and 5% excellent
learners can opt. The questionnaire shall be so designed that the attempted
questions should give the educator and insight of how the learning has been
for the overall student group .

B. Time the Test : Once the test is defined and designed the execution of the
assessment and also the answer timeframe shall be considered for the learner

C. Choice of the format in which the question shall be framed and appear
should be well defined (this includes – multiple choice, subjective and
optional)

Next in the Assessment phase is the preparation of the assessment which

shall be based on the TNA done or the concept dealt by the educator. The
evaluator should group the questionnaire and help the learner transition from
one question to the other with ease. The evaluator should give the assessment
a tool shape which should have the agility to record the learner response with
ease. The other logistics to deal the execution of the assessment should be
provided pre hand to the learner example – paper assessment should have the
paper and the count of the sheet provided .

Administration of the assessment shall be done by the assessor in a manner

which does not disturb the learner thought process and the assessment is
conducted perfect for better results of evaluation. The directions should be
crystal for the students / learners such as guessing , skipping , activity based
and the time allowed . During the test assessor should minimize the
distractions for the learner to focus on the evaluation given. Malpractice
should be discouraged and the assessor should have a proper vigilance on the
assessment being conducted for fair and transparent results .

After the test is conducted the evaluation is done based on pre grading agreed
mechanism and the score or feedback is shared with the learner.

Thus Planning , Preparing and Administration techniques for a test

construction , ensures successful and impactful test creation .

1. Design a Detailed Self Evaluation form for Teachers:

Employee Class Headcoun Assessor

Name ID Date Topic Level t Name
S No. Heading Taught Total Score Teacher Comments

Rating Criteria:

Exceed Expectation Score 5 , Met Expectation Score 3, Needs Improvement Score 2

Table has been designed to show how the evaluation form will look like .This form
helps to evaluate me on the logistic usage , space usage and delivery style in a
session .

Section 1: Learning Objective talks about the Agenda and how the session is to be
conducted . This section helps me with the insight on how to manage the pre and
during session content delivery and set the expectation right.

Section 2: This section helps me evaluate my student motivation and the Pitch pace
and tone that needs to be maintained during the session delivery . This helps me to
ensure the smooth class delivery .

Self-Evaluation Form for Teachers

Clas
s
Dat Leve Headcoun Assessor
Name Employee ID e Topic l t Name
S No. Heading Score Teacher Comments
2. Motivate the Student
I have positive approach on    
2.A Learning Delivery      
2.B I maintain Appropriate Pitch      
Pace and Tone
 I am Able to bring back the
2.C student focus      
I Maintain the Learning class
2.D discipline      

Section 3 : Is based on my self-evaluation on the way I design my assessment and

questioning technique for getting a better learner knowledge understanding.

Section 4: This section Assists me with the way my content is created and used. The
blend of learning that I use is tested via the mechanism of Activity and also the
delivery execution.

Section 5 : This deals with the classroom management and how I maintain the student
discipline during the session and also how well I am prepared for the topic delivery .
The sections each should score me a Met and exceed expectation score so that I am
evaluated as right on the training / teaching track .