Delta 5a

Module TwoReport for the Language

Systems and Language Skills Assignments

Candidate name      

Centre name      

Centre number      

Candidate number    

LSA number Internal 2

Assignment focus Please select

Assignment title Helping Learners of English with Relating Letters to Sounds.

Date of assessment      

Level of class Upper intermediate

Number in class 7

Length of lesson 60 minutes

Tutor's / assessor's grade

Background essay Fail

Planning, Teaching & Post-lesson reflection and evaluation Merit

Assessor’s name . Date:      

Comments for the moderator (external assessor only):

Please consider for award of Please select for the following reasons

Comment

Any other comments

Delta5a0313

Assessment criteria for the background essay

1. Quality of writingSuccessful candidates demonstrate that they can effectively present an essay which:

a) is written in language which is clear, accurate, easy to follow and is cohesive and clearly ordered

Partially Met

b) uses appropriate terminology accurately Partially Met

c) refers to and references key sources Met

d) follows the conventions of a standard referencing system for in-text referencing and the bibliography Met

e) respects the word limit (2,000-2,500 words) and states the number of words used. Met

CommentYour assignment is well written although the title might read better as: Helping Learners of English to Relate Letters to Sounds. Also there are a few punctuation and phrasing slips on pp. 1, 3, and 8. Could your number your pages, by the way, to help the marker. Your sequence of argument is clear and you include an impressive range of references, following the normal referencing conventions (1c and 1d). Your use of terminology is generally accurate although cognates are in fact true friends, so to speak, rather than false friends ( p. 9) ( 1 b) . You also respect the required word limit ( 1 e).

2. Clarity of topicSuccessful candidates demonstrate that they can effectively make clear the topic of the essay by:

a) identifying for analysis a specific area of the grammar, lexis, phonology or discourse system of English, or a skills area (listening, speaking, reading or writing)

Met

b) defining the scope of the area they will analyse with reference to e.g. learners, teaching approach, method, learning context, learner needs or text type

Met

c) explaining with reference to classroom experience, reading and research why they have chosen this area

Partially Met

d) making all parts of the essay relevant to the topic and coherent Met

e) following through in later parts of the essay on key issues identified in earlier parts. Met

Comment

You clearly and succinctly identify your topic for analysis and the parameters of your analysis, clearly a very useful area for learners and teachers (2 a and 2 b). You refer extensively to your reading and research but not to classroom experience (2 c). All parts of your assignment are relevant and you take up key issues mentioned earlier in the essay and relevant to the topic (2 d and 2 e).

3. Analysis and issuesSuccessful candidates can effectively demonstrate an understanding of the specific area by:

a) analysing the specific area with accuracy, identifying key points Met

b) showing awareness of a range of learning and teaching problems occurring in a range of learning contexts.

Partially Met

CommentYour analysis is thorough and lucid, demonstrating a good understanding of the area ( 3 a) and you also show awareness of a range of learning problems: for example for two language groups with different first language ( p. 8, top of p. 9). You also refer to a very useful labelled anatomy of the mouth ( p. 3) However, your reference to a range of teaching contexts ( levels, types of class or language groups) needs to be a more substantial part of the assignment particularly in the Suggestion section ( see below)..

4. Suggestions for teachingSuccessful candidates demonstrate that they can effectively draw on experience and research to:

a) outline and show familiarity with relevant key procedures, techniques, resources Not Met

and/or materials

b) evaluate how the selected procedures, techniques, resources and or materials might be used effectively in classroom practice

Not Met

c) demonstrate how the procedures, techniques, resources and/or materials address points raised under 'Analysis and issues'.

Not Met

CommentYou do not deal with these areas, which are central to this assignment. It is rather unfortunate because the quality the rest of the assignment is very high.

Overall commentBecause you have not dealt with the Suggestions section in this Background Assignment nor have you dealt with a sufficient range of teaching contexts in what you have written, I cannot pass this Background Assignment. In order to deal with these issues, should you decide to take the resubmission option available for one of your assignments on this course, you will clearly need to reduce the length of your earlier section in order to find space for your Suggestions section. To complete this Suggestions section you need to describe, show familiarity and critically evaluate a selected range of procedures, techniques, resources and/ or course materials which are designed to develop learners’ competence in selected areas” ( See DELTA Handbook).

Assessment criteria for Planning and preparation, Teaching and Post-lesson reflection and evaluation

5. Planning and preparationSuccessful candidates have designed and presented a lesson plan and supporting documentation which:

a) includes

(i) a brief general overview of the group of learners and the course Please select

(ii) information about individual learners relevant to the lesson Please select

b) sets out clear and appropriate overall aims and learning outcomes for the lesson in relation to language systems and/or language skills and learner needs

Met

c) provides relevant analysis of target language in terms of form, meaning/use and phonology in the case of language systems, and in terms of linguistic, discoursal and communicative features in the case of language skills

Met

d) outlines any relevant link(s) between this lesson and relevant aspects of preceding and subsequent lessons, and if relevant the course as a whole

Met

e) states assumptions made about the learners’ knowledge, abilities and interests relevant to the aims and learning outcomes of the lesson

Met

f) anticipates and explains potential problems in relation to the lesson’s aims and learning outcomes, the learners and the learning context, and the equipment, materials and resources to be used

Met

g) suggests appropriate solutions to the problems outlined in 5f Met

h) describes suitably sequenced procedures and activities appropriate to achieving the stated overall aims and stage aims

Met

i) states materials and/or resources to be used, which are appropriate to the teaching and learning context, the learners, the lesson aims and learning outcomes, and the time available, and includes a copy/copies of suitably presented materials, sourced where necessary

Partially Met

j) assigns realistic and appropriate timing for each stage and/or group of stages in the procedure

Met

k) includes a commentary, of between 500 and 750 words, which provides a clear rationale for the lesson plan with reference to learner characteristics and needs and the candidate’s reading and research in the background essay.

Met

CommentYour aims are clear and appropriate (5 b). Your language analysis is thorough and accurate but have you prepared concept checking questions for any of the trickier vocabulary? These should be evident somewhere in the planning (5 c). You clearly explain links with subsequent lessons ( 5 d)Your materials are appropriate but you need to ensure that there are references on all handouts (5 j). Your procedure is well set out and timing realistic (5 h and 5 j). You explain your rationale for your lesson convincingly but your statement, that it is easier to understand Spanish speakers of English than Arabic or French students of English with similarly strong accents, is debatable. This would depend on the listeners’ experience of different second language speakers. I would also wonder whether the single biggest pronunciation problem for Spanish speakers is that their language does not have the distinction between long and short vowels. Do you have a reference or evidence for this? You also mention the b/v problem and some others. Overall, I am surprised that you do not focus more here on the consonant distinction problem and ways of dealing with that problem,which is what you deal with in the lesson.

6 – 9 Teaching6. Creating and maintaining an atmosphere conducive to learning

Successful candidates demonstrate that they can effectively:

a) teach the class as a group and individuals within the group, with sensitivity to the learners’ needs and backgrounds, level and context, providing equal opportunities for participation

Met

f) purposefully engage and involve learners Met

g) vary their role in relation to the emerging learning and affective needs of learners during the lesson

Partially Met

h) listen and respond appropriately to learner contributions. Met

CommentYour rapport and classroom management were excellent and you were clearly sensitive to their needs in this pronunciation area 6 a) You engaged and involved all learners and listened to and responded to their contributions (6 b and 6d). It was very good the way you dealt with one student’s point about the “sh” and “ ch” distinction in Catalan as compared with Spanish,You also gave students sufficient time to express themselves and your level of teacher talking time was excellent, giving students plenty of time to speak. Try to pick up more points from monitoring closed pair and group work for delayed feedback as that way you will be able to deal with a wider range of students’ language production (6 c).

7. Understanding, knowledge and explanation of language and language skillsSuccessful candidates demonstrate that they can effectively:

a) use language which is accurate and appropriate for the teaching and learning context Met

i) adapt their own use of language to the level of the group and individuals in the group Met

j) give accurate and appropriate models of language form, meaning/use and pronunciation

Met

k) give accurate and appropriate information about language form, meaning/use and pronunciation and/or language skills/subskills

Met

l) notice and judiciously exploit learners’ language output to further language and skills/subskills development.

Partially Met

Comment

Your language use was accurate all through and your level of teaching language was appropriate for the level (7a and 7 b). You provided accurate pronunciation models, including relevant phonemic transcriptions, and helpful information about them and your contexts for eliciting and practice of the “ch” and “sh” uses were excellent (7 c and 7 d). The personalized approach here was particularly effective. The dog context for “ bite” worked very well You responded well to learner use and provided some very effective correction but more monitoring where you pick up points for delayed feedback, would also be useful for the class as a whole and for all the students in it ( 7 e).

8. Classroom procedures and techniquesSuccessful candidates demonstrate that they can effectively:

a) use procedures, techniques and activities to support and consolidate learning and to achieve language and/or skill aims

Met

m) exploit materials and resources to support learning and achieve aims Met

n) deliver a coherent and suitably varied lesson Met

o) monitor and check students’ learning and respond as appropriate. Partially Met

Comment

Your range of teaching procedures, techniques and activities was impressive. Staging was also very good indeed, as were modelling and drilling. Your instructions were clear and well checked (8 a). You exploited a range of attractive materials and resources (pictures, the board, paste-ups and so on) ( 8 b) and the pace and variety in the lesson were both evident , as well as the logical sequencing ( 8c). Your use of the tongue twister was particularly effective. You generally responded well to student language use by employing a variety of approaches but I would suggest that you try to get more points for delayed feedback while monitoring so as to deal with more feedback on more student language production (8 d). To do this you could have decentralized some of your activities sooner: e.g. the tongue twister activity.

9. Classroom management Successful candidates demonstrate that they can effectively:

a) implement the lesson plan and where necessary adapt it to emerging learner needs Met

p) manage the classroom space, furniture, equipment, materials and resources Met

q) set up whole class and/or group and/or individual activities, as appropriate Met

r) ensure the learners remain focused on the lesson aims and the learning outcomes. Met

CommentYour management of the class was creative, dynamic and effective (8 b and 8 c).You clearly met your teaching and learning aims to an excellent level (8 d). The students did a lot of very useful pronunciation work in this lesson and did so in a way that was enjoyable and challenging for them. You were flexible and yet focussed in the way you used and adapted your lesson plan to student needs (9a).

10. Reflection and evaluationSuccessful candidates demonstrate that they can effectively:

a) reflect on and evaluate their own planning, teaching and the learners’ progress as evidenced in this lesson

Met

s) identify key strengths and weaknesses in planning and execution Met

t) explain how they will (would) consolidate/follow on from the learning achieved in the lesson.

Please select

CommentYour points for reflection and evaluation here are lucid. Just one phrase slip in “with concern to planning”. Good you have learned from your Diagnostic lesson and implemented the relevant points. Modelling and drilling in this first LSA were good (10b) Agreed on your strengths and points to work on and I have mentioned other strengths in sections above. I think you need to decentralize more tasks so as to allow for more delayed feedback ( 10b) Be careful with phrasing slips in your R and E: impressed with the presented tongue twister, an appreciated component by the students, which is advised to follow- check these uses for your own future reference. Some good points on 10c but you should also consider consolidation activities for the students in the language area you were dealing with in the lesson (10 c).

Overall comment (Please summarise strengths and weaknesses with reference to the criteria)Your planning and teaching were Merit standard because of your excellent handling of your chosen language items, your range of teaching techniques, your handling of form, meaning and pronunciation, your modelling and drilling and language practice, your creative use of tasks and materials and your engagement with and involvement of students. To maintain merit standard in your planning and teaching or to achieve higher yo need try to decentralize more of the lesson and to pick up more points from monitoring for delayed feedback. Your planning is of a high standard but you need to include class and individual profiles and to tailor the Commentary more specifically to the rationale for the specific focus of the lesson: the chi/ sh problem for Spanish learners of English in this instance.

To pass your next Background assignment you need to deal with the Suggestions section required and to refer to a greater range of teaching contexts. Your analysis of the language area and general learning and teaching issues related to it here is otherwise excellent.

Be careful to monitor some phrasing and punctuation slips ( in your Background Assignment and in your R and E respectively) in this assignment.

University of Cambridge ESOL ExaminationsTeaching Awards1 Hills RoadCambridgeCB1 2EUTel: +44 1223 553997E-mail: deltaadmin@cambridgeesol.orgwww.cambridgeesol.org