Beruflich Dokumente
Kultur Dokumente
IMPORTANT
You will need to keep this Record Book until the
end of the PCELT course. It should be the first
document in your Portfolio.
1|PRB
Course Objectives
By the end of the course, participants will be able to:
Plan
Plan lessons that take into account your teaching context, learner profiles,
and English language needs, with a special focus on learners in the Middle
East North Africa (MENA) region
Plan for effective, learning-centered productive (speaking and writing),
receptive (listening and reading), and integrated skills lessons using
frameworks and key TESOL terminology
Analyze language in terms of its meaning, form and use, and in terms of
challenges students may have with it
Plan and effectively teach lessons that encourage the development of
students and awareness of cultural aspects of language, texts, activities
and communication
Teach
Reflect
Course Requirements
The following course requirements must be met to receive the PCELT certificate:
Attend all course sessions. If more than two days - or more than 12 hours
of a course - are missed for any reason, the participant will not be eligible to
receive the certificate. If a participant misses more than two practice teaching
(excluding those when scheduled to teach) and feedback sessions (totaling four
hours of PT and 2 hours of feedback), the participant will not be eligible to
receive the certificate. In the case of an absence for any reason, participants
must notify a trainer. Participants are responsible for any missed work.
IMPORTANT: The first two days of the course cannot be missed. If these days
are missed, the participant must withdraw from the course.
Participate actively and respectfully in all aspects of the course.
Participants are engaged and remain on task during all aspects of the course,
including workshops, lesson planning, practice teaching, observation of
practice teaching and post-teaching feedback. Participants develop and
maintain respectful, supportive relationships, demonstrate an awareness of
their impact on others, and fully participate in collaborative aspects of the
course by offering ideas and constructive feedback, and by being open to ideas
and feedback from peers and trainers.
Successfully complete all assignments. Complete all assignments to
course standards including lesson plans, extended reflections and other
written assignments, readings, self-assessments, program evaluations and the
PCELT Portfolio.
Plan and teach all scheduled lessons (6 lessons per each participant).
Participants will demonstrate progress in rigorous and effective planning,
teaching and reflecting on the lessons. Participants must teach six lessons to
be eligible for the PCELT Certificate.
Demonstrate oral and written mastery of the English language.
Participants will demonstrate an English language ability that makes them
credible teachers of their ESOL students, and that enables them to
communicate clearly and accurately during the course.
Assessment
Part I: PCELT Course Requirements
For your first assessment, at the beginning of the course, please initial next to
each requirement to indicate that you have read and understand.
For the mid-course check-in fill in the Mid column with Y (Yes, I meet the
requirement) or N (No I do not meet the requirement). For the final selfassessment, fill in the Final column.
Requirements
1. Attend all course sessions and make up all missed work
2. Participate actively, respectfully, supportively and
collaboratively in all aspects of the course, and remain
on task throughout the course
3. Successfully complete all assignments
4. Plan and teach all lessons, as scheduled (6
lessons/participant)
5. Demonstrate mastery of English so as to be credible
teaching your learners and to express self clearly and
accurately, orally and in writing, during the course
Initia
ls
Mid
Fina
l
I
I
I
I
You are not expected to master (i.e., exceed the criteria) all the competencies
during this 120-hour course. You are expected to demonstrate progress and
insight, confidence and teaching skills.
Number
designation/ Phrase
(UCUS)
Unconsciously
unskilled
(CUS)
Consciously
unskilled
(CBS)
Consciously
becoming Skilled
(CBMS)
Consciously
becoming more
Skilled
which means
Plan: Im not sure what this is or what it involves.
Teach: It may have happened; Im not aware of
whether it did or didnt.
Reflect: I dont know how to see or reflect on this.
Plan: I can identify what this is and what it involves
but I havent been able to plan a lesson with it in mind
Teach: I havent implemented this yet. If it
happened, I wasnt aware of it or didnt plan it. Im
aware that Im not doing this.
Reflect: Sometimes I can recognize it or identify it in
my peers or trainers teaching and/or feedback if
others point it out to me. I think I see how it affects
learning but its hard for me to give examples. I can
recognize possible actions that would help me with it
but cannot, even with guidance, make an action plan
for it.
Plan: I can analyze a plan to see if this is present and
I can talk with ease about what it is and what it
involves. I have shown evidence of planning this at
least once.
Teach: I have implemented this in class at least
once. It may have been a bit awkward or not
particularly effective. Student learning may or may
not have happened.
Reflect: I have been able to identify it in my own or
in others teaching and student learning at least a few
times. Im still developing my initial ideas about how
it affects student learning. I can make a plan to
improve this when my trainer directly guides me.
Plan: Im able to design a plan with this explicitly in
mind and have shown evidence of planning this a few
times.
Teach: I have implemented this in class effectively at
least once and student learning was evident. I may
(CS)
Consciously Skilled
(UCS)
Unconsciously
Skilled
Final
- Enhance my ability in teaching English using the right way and the
Professional methods which can make the teaching more effective and fun.
- Help the student to absorb the language, to love it, and to encourage them to
use it in a real life situation.
Overview of Competencies
Plan
A. Designing objectives
B. Detailing the steps of a lesson
C. Analyzing the target language/texts
D. Staging the lesson
Teach
A. Interacting with students
B. Managing activities and materials
C. Focusing on target language/texts
D. Moving toward objectives
Reflect
A. Focusing reflection
B. Learning through the reflective cycle
C. Working in community
A. Design Objectives
1. Write well-formed lesson objectives that describe student
learning
2. Write objectives/aims for lesson stages and activities in terms
of student learning
3. Analyze and adapt coursebook materials (deciding what to
keep, reject, adapt, change) appropriate to the students, their
needs, interests, level, etc
4. Design and/or adapt activities so that they have a
communicative focus
5. Identify, analyze and select appropriate learner assessment
means
Be
g
Mi
d
En
d
CU
S
CB
MS
CS
CU
S
CB
MS
CB
MS
CS
CB
S
CU
S
CB
MS
CB
S
CS
Be
g
Mi
d
En
d
CB
S
CB
MS
UC
S
CB
MS
UC
S
CB
S
CS
UC
S
UC
S
UC
S
CB
S
CB
S
CU
S
CB
MS
CB
MS
CS
CS
CS
Be
g
Mi
d
En
d
CU
S
CB
S
CB
MS
CS
CB
MS
CS
UC
S
UC
S
CS
UC
S
CB
MS
UC
US
UC
S
CU
S
UC
US
CB
S
CU
S
CB
MS
CS
CB
MS
CS
10
D. Stage a lesson
1. Integrated skills lesson with a central focus on a productive
skill: stage the lesson so that student learning is scaffolded
and lesson objectives are achievable.
2. Integrated skills lesson with a central focus on a receptive
skill: stage the lesson so that student learning is scaffolded
and lesson objectives are achievable.
3. Stage opportunities for ongoing student assessment and
feedback.
4. Relate lesson to lessons that both precede and follow it
Be
g
Mi
d
En
d
UC
US
CB
S
CS
UC
US
CS
UC
S
UC
US
US
CB
S
CB
S
CS
CS
Be
g
CB
S
CB
S
CU
S
CU
S
Mid
End
CB
S
CS
CB
S
CB
S
CB
S
CS
CS
CS
CU
S
CB
S
CS
Be
g
Mid
End
CU
S
CB
S
UC
S
CU
S
CB
S
UC
S
CB
S
UC
S
CB
S
UC
S
Be
g
Mid
End
UC
US
CB
S
CS
CU
S
CB
S
11
CU
S
CB
S
UC
S
CB
S
CS
CS
12
Be
g
Mid
End
UC
US
UC
US
CU
S
CB
S
CB
S
CB
S
CS
UC
US
CB
S
CS
UC
US
CU
S
CB
S
CB
S
CS
CS
CS
CS
C. Work in Community
1. Use a variety of key terminology from TESOL to discuss
lessons in terms of student learning
2. Demonstrate a positive attitude to feedback and an ability
to make changes to enhance students learning
Beg
Mid
CUS
CB
MS
CB
MS
CBS
End
Beg
Mid
End
CUS
CB
MS
CS
CBS
CB
MS
CB
S
CS
CBS
CB
S
CS
Beg
Mid
End
CBS
CB
MS
CS
CS
CUS
CBS
CS
UC
S
13
_ objective
_ preparation
sahar
bill
14
sahar
Trainer Signature:
Date:
15