Diploma exam TESOL

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

There are several roles assumed for teachers in Communicative Language
Teaching. The two main roles of a teacher are:
1) To facilitate the communication process between all participants in
the classroom, and between these participants and the various
activities and texts.
2) To act as an independent participant within the learning-teaching
group.

These roles imply a set of secondary roles for the teacher; first, as an
organizer of resources and as a resource himself, second as a guide within
the classroom procedures and activities. A third role as a researcher and
learner, with much to contribute in terms of appropriate knowledge and
abilities, actual and observed experience of nature of language learning
and organizational capacities.
Other roles assumed for teachers are needs analyst, counselor, and group
process manager.
1) Need Analyst:
The CLT teacher assumes a responsibility for determining and responding to
learners language needs. This may be done informally and personally through
one-to-one sessions with students, in which the teacher talks through such
issues as the student's perception of his or her learning style, learning
assets, and learning goals. It may be done formally through administering a
need assessment. Typically, such formal assessments contain items that
attempt to determine an individual's motivation for studying the language.
2) Counselor:
In this role the teacher-counselor is expected to exemplify an effective
communicator seeking to maximize the meshing of speaker intention and
hearer interpretation, through the use of paraphrase, confirmation, and
feedback.
3) Group Process Manager:
CLT procedures often require teachers to acquire less teacher-centered
classroom management skills. It is the teacher's responsibility to
organize the classroom as a setting for communication and communicative
activities. During an activity the teacher monitors, encourages, and
suppresses the inclination to supply gaps in lexis, grammar, and strategy
but notes such gaps for later commentary and communicative practice. At
the conclusion of group activities, the teacher leads in the debriefing
of the activity, pointing out alternatives and extensions and assisting
groups in self-correction discussions.
Thus adherence to these above roles by a CLT teacher, will facilitate
effective usage of the CLT methodologies and procedures and thereby result
in effective language learning.



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

(300 words).

A CLT student is required to be able to use the language for effective
communication, where as a student in the Audio-lingual method is expected
to become an expert in the language.

The student in Audio-lingual method is viewed as an organism that has to be
directed by a skilled trainer with skilled training techniques to produce
correct response and mastery. The student plays a reactive role by
responding to stimuli, thus have little control over the content, pace or
style of learning. Students are not encouraged to initiate interactions, as
they may make mistakes. Students are expected to imitate the teacher
accurately by listening, imitating, responding and performing controlled
tasks.

In contradiction to the Audio-lingual method a CLT student will be a
negotiator- between the self, the learning process and the object of
learning-emerges from joint negotiations within the group and within the
classroom procedures and activities which the group undertakes. The student
should contribute as much as he gains, and thereby learn in an
interdependent way.

For a CLT student there is no text, grammar rules are not presented,
classroom arrangement is non-standard, students are expected to interact
primarily with each other rather than with the teacher, and correction of
errors may be infrequent. The students are recommended to see that failed
communication is a joint responsibility and not the fault of the speaker or
listener. Similarly, successful communication is an accomplishment jointly
achieved.

Thus a CLT student is as a communicator and negotiator, who is motivated to
learn from an interest in what is being communicated by the language. Audio-
lingual method is different as the student here is an imitator, who apart
from imitation is expected to respond accurately and rapidly; therefore
they are motivated from an interest in the structure of the language.



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

group of teen agers in an EFL class? Why? (350 words)

I would prefer to adopt Communicative Language Teaching (CLT) Methodology
to teach communicative skills to a group of teens in an EFL class.

The reason I chose CLT is that it is a method with emphasis on "task-
oriented, student-centered" language teaching practice. CLT engages
students with realistic communication to reach success in the use of
English. It is beneficial because by knowing the use of communication in
the real life, students do not feel, what they are learning is useless.
Also using realistic scenarios to teach, enables students to guess the
meaning of the message communicated, even if they do not understand the
language completely. This encourages new learners and teens who can lose
concentration and interest easily to try to listen, stay focused and
participate during the CLT class.

In the case of teens who are a group who can get distracted easily, CLT is
a great method as it does not stress on too much information about the
language but the language itself. The materials used in CLT emphasize on
role plays, discussion and so on enabling the teacher to get the students
interested and involved the process of learning. CLT also emphasizes on
being able to communicate rather than accuracy; it stimulates students to
improve their communicative ability of using English by themselves.
CLT allows the teacher to use any device which helps the learner learn,
thereby giving the teacher the freedom to customize the devices and
practices used to teach the language, while adhering to the objectives and
syllabus. This freedom allows the teacher to use devices such as games and
topics which teens will be interested in to facilitate learning of the
language.
Though everyone can speak a language, communicating effectively in the
language requires the understanding and interpretation of the message and
CLT is a method which not only focus on the language's form, grammatical
accuracy, more emphasis on the appropriateness of language use,
feasibility, communication skills, but also in training students in
communicative activities in the strain and problem-solving ability; forms a
great method to use to teach the communicative skill.



Topic 3




Testing and Evaluation





1. Design a detailed self-evaluation form for teachers.


Teachers Self Evaluation Form

Name of the Teacher: _______________________ Date:
_________________Subject: English Level: Intermediate_______ Age
of Student group: 12-15 years.

"Rating Key: "
"5 – excellent "
"4 - Very good; very effective in this part of my work. "
"3 - Good; an acceptable level of performance. "
"2 - Fair; needs my attention; must update my performance in this part of"
"my work. "
"1 - poor; dissatisfied with this part of my work ; must take immediate "
"steps to "
"improve in this regard. "


TEACHING SKILLS



1) I CREATE AND MAINTAIN AN ATMOSPHERE FOR LEARNING.
I encourage pupils to express and examine their ideas, opinions and
values.
I attempt to develop empathy among the members of the class.
I encourage a reasonable measure of humor in my classes.
I encourage students with praise, commendation and constructive
criticism.

"Rating " "
"Comment " "

2) I PROVIDE A MOTIVATIONAL ENVIRONMENT FOR MY STUDENTS.
I approach my lessons and the class with enthusiasm.
I am conscious that certain aspects of teacher performance such as
drama and tonality of voice affect student motivation.
I make use of desirable digressions and discussions on topics of
student interest and current events.
I encourage students to develop the attitude that a job worth doing is
worth doing well.

"Rating " "
"Comment " "

3) I MAINTAIN A JUDICIOUS BALANCE BETWEEN TEACHER-CENTERED AND PUPIL-
CENTERED ACTIVITIES.
I endeavor to involve every pupil in the activity of each class.
I avoid excessive "teacher-talk".

"Rating " "
"Comment " "

4) I USE EFFECTIVE QUESTIONING TECHNIQUES.
I seldom have to interpret my questions or give additional information
in order to elicit satisfactory responses.
The type of questions I ask require students to use a variety of
cognitive processes in answering.
I use methods that effectively spread questions throughout the class.
I accept answers in such a way as to encourage further student
participation.

"Rating " "
"Comment " "

5) I USE TECHNIQUES THAT MAKE CLEAR THE PURPOSE AND CONTENT OF EACH
LESSON.
I use summaries, reviews and overviews to ensure that students are
able to place units in perspective.
I emphasize clearly the important points in a lesson.
I ensure that an adequate summary is made at the end of each class or
unit of work.

"Rating " "
"Comment " "





TEACHING STRATEGIES



1) I USE VARIED AND EFFECI IVE METHODS OF PRESENTATION APPROPRIATE TO THE
LESSON CONTENT.
In planning my lessons, consideration is given to relating my strategy
to the objectives of the lesson.
I make use of Socratic questioning, group discussions, laboratory
techniques, panels, demonstrations, lectures, role playing, team
teaching, independent study, debates and simulation games where
suitable.
I use audio visual aids and illustrative materials where available and
appropriate.

"Rating " "
"Comment " "

2) I PROVIDE WRITTEN AND ORAL ASSIGNMENTS REQUIRING ANALYTICAL AND
CRITICAL THINKING.
I recognize the necessity to individualize assignments.
I use assignment sheets and programmed learning materials when and
where appropriate.
I use problem solving techniques where appropriate.
My assignments require students to comprehend ideas, apply these
ideas, analyze, synthesize and evaluate information rather than simply
memorize and reproduce facts.

"Rating " "
"Comment " "

3) I EVALUATE EFFECTIVELY, THEREBY IMPROVING BOTH TEACHING AND LEARNING.
I use student achievement as one measure of my teaching effectiveness.
Tests are used for both diagnosis of student problems and evaluation
of their progress.
The evaluation methods which I use place emphasis on the growth of the
individual toward specific goals and objectives.
The results of evaluation are used to determine the suitability of my
objectives in planning further instruction.
My testing procedures are constantly modified and improved.
At the end of the year, I give students an opportunity to evaluate the
program by means of constructive criticism.

"Rating " "
"Comment " "

4) I UTILIZE COMMUNITY RESOURCES TO ENRICH THE CLASSROOM PROGRAM.
I invite, as guests of the school, members of the community who
have expertise and/or special experience.
I make use of the environment of the school or area to enrich
the regular classroom program, always ensuring that the
objectives of each field trip have been clearly formulated and
are understood. classroom program, always ensuring that the
objectives of each field trip have been clearly formulated and
are understood.
"Rating " "
"Comment " "


CLASSROOM MANAGEMENT



1) MY CLASSROOM PROCEDURES ARE DESIGNED TO DEVELOP A POSITIVE LEARNING
ENVIRONMENT.
Each student is aware of the standards of behavior I expect to be
followed in my classroom.
I encourage each student to develop self-discipline.
My disciplinary procedures are based on respect for the rights of
others.
I avoid destructive criticism, ridicule and sarcasm and minimize the
use of fear as a motivator.
I set and maintain a high standard of decent and courteous language.

"Rating " "
"Comment " "

2) I HAVE AN EFFECTIVE METHOD FOR DEALING WITH CLERICAL MATTERS.
In addition to procedures outlined by the school or department, I have
developed effective methods for distributing instructional materials
and for recording student attendance and marks.
I keep accurate records of administrative matters and am prompt in
replying to office requests.
I use school equipment in such a way as to give full consideration to
other staff members.


"Rating " "
"Comment " "



SUBJECT COMPETENCE AND PROFESSIONAL GROWTH



1) I STRIVE TO UPGRADE MY PROFESSIONAL COMPETENCE.
Within the past year I have participated in activities designed to
improve myself and the educational system, such as additional
university courses, subject councils, workshop, federation offices and
committees.
I attempt to broaden my perspective through professional study,
research, reading, writing, travel, and try to enrich my teaching
through the experience gained.

"Rating " "
"Comment " "

2) I MAKE USE OF AVAILABLE MEANS OF EVALUATION TO IMPROVE MY TEACHING.
I am receptive to the suggestions of my colleagues.
I take part in intervisitation programs with a view to exchanging
ideas.

"Rating " "
"Comment " "


3) I TAKE AN ACTIVE PART IN CONTINUING CURRICULUM DEVELOPMENT.
Through discussions with colleagues and through reading professional
literature I am aware of curriculum innovations in my subject area.
I have been involved in the planning and updating of courses of study
in my subject area.
I evaluate the effectiveness of the courses of study that I teach with
a sensitivity for student interest and relevance to the modern scene.

"Rating " "
"Comment " "


4) I RECOGNIZE THE MAJOR OBJECTIVES TO BE ACHIEVED IN MY SUBJECT AREA AND
WORK TOWARDS THEIR ATTAINMENT.
I have participated in staff and department discussions regarding
philosophy and objectives.
I have established objectives for each course that I teach and they
are consistent with the overall objectives of the department.
I question critically the methods, procedures and materials employed
in terms of their value in achieving the objectives of the program.



"Rating " "
"Comment " "




INTERPERSONAL RELATIONSHIPS -


with students, staff & other adults



1) I AM CONSISTENTLY FAIR AND IMPARTIAL WITH STUDENTS.
I respect the dignity of each young person.
I respect the students' point of view even though I may disagree with
it.
I criticize in a discreet and private manner, concentrating on
correcting the improper behavior.
I try to ensure that any rewards and punishments used are appropriate
to the situation.

"Rating " "
"Comment " "


2) I RECOGNIZE MY RESPONSIBILITIES IN HELPING STUDENTS TO MATURE SOCIALLY
AND TO ACHIEVE SELF-REALIZATION.
I try to build self-confidence in each student.
I provide support and encouragement when students experience
disappointment and failure.
I make it clear that I am concerned with habits, attitudes and values.
I try to understand the special needs and interests of each of my
students.
I try to be "APPROACHABLE" person who is available with a sympathetic
ear when needed.

"Rating " "
"Comment " "


3) I RECOGNIZE THAT MY ATTITUDE AND EFFICIENCY IN MY WORK HAS AN EFFECT
ON OTHER STAFF MEMBERS.
I share school equipment, facilities and ideas willingly.
I am considerate of the workload and feelings of secretarial,
custodial and paraprofessional staff.
I conscientiously avoid action which could inconvenience others, such
as detaining students at the conclusion of a class and giving
inadequate notice of field trips.

"Rating " "
"Comment " "

4) I TRY TO PROMOTE A POSITIVE CLIMATE IN THE SCHOOL.
I make a genuine effort to meet and help new staff members.
I participate in staff, social and recreational activities.
I am discreet in discussing problems of a personal nature regarding
students and staff.
I smile at all staff members once a week, even if it hurts!

"Rating " "
"Comment " "


5) I MAKE USE OF MY CONTACTS WITH PARENTS AND OTHER CONCERNED ADULTS TO
PROMOTE CONFIDENCE AND GOODWILL TOWARDS THE SCHOOL PROGRAM AND STAFF.
I notify parents well in advance of student out-of-school activities.
I recognize the inter-dependence of the school and the parents in
child development, and ensure that parents are informed of situations
requiring special attention.
In my public statements I present my school and the teaching
profession in a positive light.

"Rating " "
"Comment " "


CONTRIBUTION TO THE TOTAL SCHOOL EFFORT



1) IN ADDITION TO MY REGULAR DUTIES AS A CLASSROOM TEACHER I ACCEPT
WILLINGLY EXTRA DUTIES WITHIN THE SCHOOL.
I participate in committee work in the school such as commencement
committee, assembly committees.
My colleagues know by my attitude that I am prepared to assist
whenever necessary.
I make my time and talents available beyond the classroom helping
students through extra academic assistance, coaching or managing of
teams, clubs or other activities.

"Rating " "
"Comment " "

2) MY CONCERN FOR MY STUDENTS EXTENDS BEYOND THE TEACHERPUPIL
RELATIONSHIP.
I encourage the students to take action to improve the school environment,
to respect the school property and that of others.
In all contacts with students in the halls, on the playing-field or
wherever, I encourage goodwill towards the school.
I show concern for the total welfare of my students rather than achievement
in a particular subject.
I take corrective action outside of my classroom when necessary.

"Rating " "
"Comment " "


3) I ACCEPT ADMINISTRATIVE DECISIONS IN GOOD FAITH AND MAKE USE OF THE
PROPER CHANNELS TO SUGGEST MODIFICATIONS TO THOSE DECISIONS WITH WHICH
I DISAGREE.
I discourage harmful gossip and chronic complaining in the staff room
.
I support the policies of the school and ensure that my students
understand and adhere to these policies .
I bring student reaction to school policy to the attention of the
administration and suggest modification where applicable.

"Rating " "
"Comment " "


SUMMARY CHART

"Area of "Self-Rating "Total Score in "Average Score in "
"Responsibility " "This Area "This Area "
"Teaching "1) " " "
"Skills "2) " " "
" "3) " " "
" "4) " " "
" "5) " " "
"Teaching "1) " " "
"Strategies "2) " " "
" "3) " " "
" "4) " " "
"Classroom "1) " " "
"Management "2) " " "
"Professional "1) " " "
"Growth "2) " " "
" "3) " " "
" "4) " " "
"Interpersonal "1) " " "
"Relationships "2) " " "
" "3) " " "
" "4) " " "
" "5) " " "
"Total School "1) " " "
"effort "2) " " "
" "3) " " "



ACTION SUMMARY



1) Aspects of my work being carried out well.



2) Those aspects being conducted on a less desirable level.


3) Specific areas in need of improvement.


4) My goals for self-improvement for the coming year.
(Outline in detail what you intend to do, how you will go about it, what
help you
will seek to do it, etc.)



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


Factors that must be considered before evaluating a text book are divided
into 2 sections, one being information about the book such as Title,
Authors , Publisher, Price, supporting material provided such as CD, etc.,
Level of the learner, Physical size (Length , units, sections, hours),
Target skill. This information will give a basic idea of the
appropriateness of the book.

Now we must look into assessment of other factors, which will decide how
effective and useful the book will be. The factors to consider are:

Rationale - Why was the book written, what gaps dose it fill?
- Information about Needs Analysis or classroom piloting that were
undertaken.
- Objectives spelt out.

Availability - Easy to obtain sample copies and support material.
- Can you contact the publisher for information about content, approach and
pedagogical detail?

User definition – Specification of target age range, culture, assumed
background, probable learning preferences, and educational expectations.
- Entry/exit language levels precisely defined.

Layout/graphics - Is there an optimum density and mix of text and graphical
material?
- Are the artwork and typefaces functional? Colorful? Appealing?

Accessibility - Is material clearly organized?
- Can the students find their location in the material at any point?
- Are there indexes, vocabulary lists, section headings, and other methods
of signposting the content?

Linkage - Do the units and exercises connect in terms of theme, situation,
topic, pattern of skill development, or grammatical/lexical 'progression'
and is this connection made obvious?

Selection/grading - Does the introduction, practice, and recycling of new
linguistic items seem to be shallow/steep enough?
- Is there a discernible system at work in the selection and grading of
these items?

Physical characteristics - Space provided to write in the book.
- Is the book robust? Too large? Too heavy?

Appropriacy- Material substantial and interesting enough to hold the
attention of learners.
- Pitched at the right level of maturity and language and conceptual level.

Authenticity- Is the content obviously realistic?
- Do the tasks exploit language in a communicative or 'real-world' way?

Sufficiency- Book complete enough to stand on its own.

Cultural bias- Are different and appropriate religious and social
environments catered for?
- Does the course book enshrine stereotyped, inaccurate, condescending or
offensive images of gender, race, social class, or nationality?

Educational validity- Does the textbook take account of, and seem to be in
tune with, broader educational concerns?

Stimulus/practice/ Revision - Interactive with sufficient opportunities for
the learner to use English so that effective consolidation takes place.
- Allowance made for revision, testing, and on-going evaluation/marking of
exercises and activities.

Flexibility- Can the material be exploited or modified as required by local
circumstances?

Guidance – Are teacher's notes useful and explicit?
- Is there advice about how to supplement the course book?
- Tape scripts, answer keys, 'technical notes', vocabulary lists,
structural/functional inventories, and lesson summaries provided.

Overall value for money- Cost-effective, easy to use, and successful in
your teaching situation, in terms of time, labor, and money.
- Objectives realized as stated.

Thus evaluations based on these factors, enable us to select the most
appropriate textbook for use.

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

The construction of a test involves three steps which
are planning, preparing and administering. When planning a test,
instructors should begin with their learning objectives. Well-written,
measurable learning objectives will ease the process of test planning. Use
your objectives to develop a test blueprint which maps out the content
areas that the test will measure. The test blueprints should contain a list
of topics that the test will cover. Topics should be relevant to the
material covered in the course and representative of the importance of the
topic, with more important topics receiving greater coverage or weight. The
time needed for the test can be decided by the number and type of questions
asked. Multiple choice questions are appropriate for knowledge or
comprehension but analysis and evaluation are best measured with open-ended
items, such as essays. Instructors may also get a fair idea about the
appropriate level and items to be used in a test by comparing their blue
print to a standardized test used to measure similar areas of learning. The
final step in planning the test will be to write the test items or
questions.

The next step is to prepare the test, compare the blue print
with test items provided by the publisher or other sources to see if
anything, from them can be incorporated into the assessment. While
preparing the test begin with simpler item types, then proceed to more
complex items. Group items of the same type together so that directions for
them can be given once. Provide directions for recording responses and
scoring with each type of item. Check to see that items are independent.
Make sure the reading level is appropriate for the students and space the
items for easy reading. Decide how the test is to be answers whether marked
on the test or written on a separate answer sheet. Make an answer key. Re-
read the questions and proofread the test before duplication .If possible,
get the test reviewed by someone else.

Once a test is prepared it has to be administered,
the administration method of a test can have great impact on the student's
performance. Before the test avoid instilling anxiety; give necessary oral
directions. Give test-taking hints about guessing, skipping etc. and tell
students the time allowed for the test. Inform students on how to signal to
you, if they have question or have completed the test. After distributing
test papers remind students to put their names on their papers and to check
to see if they have the complete test paper. During the test Minimize
interruptions and distractions; Avoid giving hints; Monitor to check
student progress and discourage cheating and give time warnings. After the
test grade the papers and add comments; test analysis is to be done after
scoring and before returning papers; papers must be returned in a timely
manner; test items must be discussed with students. Thus planning,
preparing and administration techniques for a test construction, ensures
successful test creation.