ASIAN COLLEGE OF TEACHERS

DIPLOMA ASSIGNMENT
TOPIC 2

METHODOLOGIES

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

Communicative Language Teaching (CLT) is an approach to the instruction of second and
foreign communications that indicates communication as both the centers and the
concluding goal of studying a language. It is also designated as “communicative strategy
to the instruction of foreign languages” or solely the “Communicative Approach”.

There are several roles assumed for teachers in CLT. The two main roles of a teacher
are:
a.) To facilitate the communication process between all participants in the classroom,
and between these participants and the various activities and texts.
b.) 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 him (/her) self, 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.

a.) Needs Analyst:

•CLT teacher assumes a responsibility for determining and responding to student’s
language needs.
•CLT teacher administer a needs assessment instrument to determine and
individual’s motivation for studying the language.
•Based on needs assessment results, CLT teacher plan instruction and activities
that respond to student’s needs.
 b.) Counselor:
•The CLT teacher-counselor, as in the Community Language Learning, is expected
to exemplify an affective communicator seeking to maximize the speaker intention
and hearer interpretation, through the use of paraphrase, confirmation, and
feedback.

c.) Group Process Manager:

•CLT procedures require teachers to acquire less teacher-centered classroom
management skills.
•CLT teacher organizes the classroom for communication and communicative
activities.

Thus compliance 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)

The Audio-Lingual Method or the Army Method is a method of instruction used in teaching
international languages. It is based on behaviorist theory, which pretends those specific
characteristics of living things, and people could be encouraged through a method of
reinforcement whereby the accurate use of a trait would accept assertive feedback while
accept contradictory feedback.

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

In Audio-lingual method, the teacher is like an orchestra leader, directing and controlling
the language behavior of his/her students. She/he is also responsible for providing her/his
students with a good model of imitation. 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. Students are imitators of the teacher’s model or the
tapes she/he supplies of model speakers. They follow the teacher’s directions and respond
as accurately and as rapidly as possible.

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 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 teen agers 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. The Communicative Method is all about
communication. Communicative language teaching makes use of real-life situations that
necessitate communication. The teacher sets up situations that students are likely to
encounter in real life. Unlike other methods of language teaching, which rely on repetition
and drills, the Communicative Approach focuses more on spontaneous activities and
practice, which provides varied outcomes depending on student reactions and responses.
The real-life simulations differ from day-to-day so that student’s motivation to learn comes
from their desire to communicate in meaningful ways about significant topics. This method
is focused upon students being able to communicate in a conscious way, taking into account
real experiences.

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 in role plays, discussion and so on enabling the teacher to
get the students interested and involved in 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 the 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.

TEACHER’S SELF-EVALUATION FORM

NAME OF THE TEACHER: ___________________________

DATE: _____________________
SUBJECT: English_______
LEVEL: Intermediate
AGE OF THE STUDENT GROUP: 12-15 years

RATING KEY
A – EXCELLENT
B – VERY GOOD
C – GOOD
D – FAIR
E – POOR
 AREA OF RESPONSIBILITY NO.1 – TEACHING SKILLS

1(A) 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

1(B) 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

1(C) 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
1(D) 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

1(E) I USE TECHNIQUES THAT MAKE CLEAR THE PRPOSE 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

AREA OF RESPONSIBILTY NO.2 – TEACHING STRATEGIES

2(A) I USE VARIED AND EFFECTIVE 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(B) 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

2(C) I EVALUATE EFFECTIIVELY, 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

towards 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

2(D) I UTILIZE COMMUNITY RESOURCES TO ENRICH THE CLASSROOM PROGRAM.

• I invite members of the community who have expertise and/or special experience

as guests of the school.

• 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.

Rating
Comment

AREA OF RESPONSIBILTY NO.3 – CLASSROOM MANAGEMENT

3(A) MY CLASSROOM PROCEDURES ARE DESIGNED TO DEVELOP A POSITIVE LEARNING

ENVIRONMENT.

• Each student is aware of the standards of behavior I expect 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
3(B) I HAVE AN EFFECTIVE METHOD FOR DEALING WITH CLERICAL METHODS.

• 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

AREA OF RESPONSIBILTY NO.4 – SUBJECT COMPETENCE AND PROFESSIONAL GROWTH

4(A) I STRIVE TO UPGRADE MY PROFESSIONAL COMPETENCE.

• Within the past year I’ve participated in activities designed to improve myself and

the educational system, such as additional university courses, subject councils,

workshop, federation offices and commities.

• 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

4(B) 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 inter-visitation programs with a view to exchanging ideas.

Rating
Comment

4(C) 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 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(D) 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 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

AREA OF RESPONSIBILITY NO.5 – INTERPERSONAL RELATIONSHIPS (WITH STUDENTS,STAFF AND

OTHER ADULTS)

5(A) I AM CONSISTENTLY FAIR AND IMPARTIAL WITH STUDENTS

 •I respect the dignity of each young person.

•I respect the student’s 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

5(B) I RECOGNIZE MY RESPONSIBILITIES IN HELPING STUDENTS TO MATURE SOCIALLY AND TO

ACHIEVE SELF-REALISATION.

•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 an “APPROACHABLE” person who is available with a sympathetic ear when

needed.

Rating
Comment

5(C) 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

 detaining students at the conclusion of a class and giving inadequate notice of field

trips.

Rating
Comment

5(D) I TRY TO PROMOTE 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 at least once a day.

Rating
Comment

5(E) 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

AREA OF RESPONSIBILTY NO.6 – CONTRIBUTION TO THE TOTAL SCHOOL EFFORT

6(A) IN ADDITION TO MY REGULAR DUTIES AS A CLASSROOM TEACHER I ACCEPT WILLINGLY

EXTRA DUTIES WITHIN THE SCHOOL.
 •I participate in committee works in the school such as commencement committee,

assembly committee.

•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

6(B) MY CONCERN FOR MY STUDENTS EXTEND BEYOND THE TEACHER-PUPIL 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 for my students rather than achievement in a

particular subject.

•I take corrective action outside of my classroom when necessary.

Rating
Comment

6(C) 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 students’ reactions to school policies, to the attention of the administration

and suggest modification where applicable.

Rating
Comment

SUMMARY CHART
AREA OF SELF-RATING TOTAL SCORE IN THIS AVERAGE SCORE IN
RESPONSIBILTY AREA THIS AREA
TEACHING SKILLS 1)
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.
2) Those aspects being conducted on a less desirable level.
3) Specific areas in need of improvement.
4) My goals of self-improvement in the coming year.
2. What are the factors one must keep in mind before evaluating a text book? (500
words)

It has been widely accepted that a textbook is an essential component of the EFL/ESL
classroom. Evaluation of textbooks, therefore, is of utmost importance so that its
pedagogical contribution to the teaching and learning process can be assured. Factors
that must be considered before evaluating a textbook are as follows:

Context – Context can be everything with a textbook. A book may be well written and
stimulating but references to foreign laws, unfamiliar currencies and examples students
do not relate to, can alienate students. Practical knowledge and examples that are
familiar to students can make a substantial difference to their understanding of the
subject they are learning.

Rationale – Why was the book written, what gaps does it fill? Information about NEEDS
ANALYSIS or classroom plotting that were undertaken. Objectives spelt out.

Availability – The textbook should have easy to obtain sample copies and support
material.

User definition – Specification of target’s age range, culture, assumed background,

probable learning preferences, and educational expectations should be taken into
consideration. Entry/exit language levels should be precisely defined.

Layout/graphics – Is there an optimum density and mix of text and graphical material?
Are the artwork and typefaces functional, colorful, and 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 sign posting 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 – The space provided to write in the book. Is the book robust? Is
the book too large? Is the book too heavy?

Appropriacy – The material should be substantial and interesting enough to hold the
attention of the learners. The material should be 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 – The book should be complete enough to stand on its own.

Cultural bias – Are different and appropriate religious and social environments catered
for? Does the textbook 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 – The textbook should be interactive with sufficient

opportunities for the learner to use English so that effective consolidation takes place.
The textbook should have 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 on how to
supplement the textbook? Tape scripts, answer keys, technical notes, vocabulary lists,
structural/functional inventories and lesson summaries should be provided.

Overall value for money – The textbook should be cost-effective, easy to use, and
successful in your teaching situation, in terms of time, labor and money. The objectives
should be realized as stated.

Thus, evaluations are based on these factors, enabling us to select the most appropriate
textbook for use.
3. Write a 500 word essay on planning, preparing and administering a test.

Tests are formal assessment instruments that are used to judge student cognitive ability
in an academic discipline as well as to gather information about students’ psychomotor
performance. Tests usually consist of series of questions, statements, or tasks that are
administered to a student or group of students. In order to develop a good assessment
it requires proper planning, preparation and finally administration of the test.

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 blueprint 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 the type of
questions asked. Multiple type questions (MCQ) 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 blueprint to their 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, and then
proceed to more complex items. Group items of the same types together, so that
directions for them can be given. 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 answered, whether it should be marked on the test paper or written on
an answer sheet. Make an answer key. Re-read the questions and proofread the test to
avoid duplication. If possible, get the test reviewed by someone else.

Once a test has been prepared, it has to be administered. The administration method of
a test can have a great impact on a student’s performance. Before the test, avoid
instilling anxiety; give necessary directions orally. Give test-taking hints about guessing,
skipping, etc. and tell students the time allotted for the test. Inform students how to
signal to you, if they have a query or have completed the test. During the test minimize
disturbances 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 modeling.