Trinity CertTESOL

an overview of basic TESOL methodologies in relation to the principal theories of language learning and acquisition, and learner needs; the design of a language learning programme to incorporate a variety of methods; the relationship between methodology and approach; strategies for planning a sequence of lessons to integrate the four skills of reading, writing, speaking and listening; assessment of learner needs with reference to lesson planning, remedial activity and error analysis; materials selection and analysis, including coursebooks, supplementary and authentic materials; the development of simple materials with specified aims for specific learners; trainee self-evaluation and evaluation by tutors; an overview of the main public exams in ESOL; the main forms of test most useful in assessing students' performance in English

Understanding of, and ability to put into practice, current TESOL approaches, methodologies and management skills appropriate to lesson aims, and to the learners' background and learning objectives; Ability to use materials and teaching aids with technical competence, imagination and awareness of how they meet learning requirements; Awareness of the key features required of coursebooks and print materials in relation to presentation of form and function and appropriacy for the learner; Potential to assess their own strengths and weaknesses in order to benefit from further training and assist in the evaluation of their peers

prepare appropriate aims/outcomes for a lesson or lessons and means of achieving them; identify the needs of different learners in monolingual/multilingual groups; identify the learning preferences and motivation of learners; understand and adopt different teaching methods and styles for different learner groups and individuals; understand and develop a learner-centred approach in lesson planning; balance the requirements of accuracy and fluency as aims in teaching

manage learners' behaviour to encourage confidence, creativity and co-operation with other learners; balance teacher-learner and learner-learner participation; give clear instructions; deal with errors in an appropriate manner; establish and maintain rapport; organise and manage the classroom, including whole-class activity, pair, group and individual work; use teaching aids (board, projector, audio-visual equipment, online materials) and ICT; adapt and use print materials effectively in whole or in part; use authentic and self-generated materials as aids to learning; use activities such as information gap, role play, songs, jazz chants and drama to achieve specified learning aims/outcomes

identify the degree to which lesson aims/learning outcomes were achieved or not achieved; identify the perceived reasons for the above; suggest adaptations of methods or materials for a future class/learners; evaluate the effectiveness of materials; assess the overall strengths and weaknesses of the lesson; assess feasibility of lesson aims; prioritise aspects of teaching to focus on in future lessons

Six hours of observed and assessed teaching practice with English language learners; Trainees will teach and observe experienced teachers over a series of lessons at two different levels; Contents page; Lesson plans for all lessons observed and assessed, in chronological order; Self-evaluation for each lesson, in chronological order; Tutor-evaluation for each lesson, in chronological order; All materials used in each lesson, set out in chronological order; Final summary

Guided observation classes will consist of a minimum of five English language learners; a developmental record of a series of three or four guided observations of experienced teachers totalling a minimum of four hours; Level of class and composition of group; Length of lesson; Aims of the lesson (teacher's aims); The aims of the observation; Concluding comments on the teaching process and learning outcomes

Understanding of the relationships between linguistic form (phonological, lexical and syntactic), function and meaning in standard English; Knowledge of the principal concepts and terminology for describing the structure and use of English; Ability to express the above in terms of language skills and sub-skills; Understanding of how to teach linguistic form (phonological, lexical and syntactic), function and meaning in standard English in a communicative context; Understanding of how to integrate linguistic form (phonological, lexical and syntactic), function and meaning into a language learning syllabus or programme; Understanding of how to assess their learners' competence in these areas; Awareness of geographical varieties of English, including the emergence of English as a lingua franca, and associated implications for teaching; Awareness of sources of interlingual interference; Awareness of current written and spoken usage; Familiarity with main reference resources and ability to research teaching points (language and skills) as required

Word classes/parts of speech as a tool for language analysis; Syntactical elements as a tool for text/discourse analysis; Tenses and aspects; Word formation and lexical relationships; Features of discourse analysis; Language variation; Awareness of interlingual interference; Verbs: full verbs, auxiliary verbs, modal verbs; Active and passive voice; Affixation/derivation; Collocation; Synonymy and hyponomy; Multi-word verbs

Phonemes; Words and phrases; Sentences and discourse; General; Phonemic symbols; Word stress: basic patterns; Contractions, weak forms, strong forms; Features of connected speech: linkage, liaison/catenation, elision, assimilation; Sentence stress: rules of placement; stress-timed vs syllable-timed; Intonation: basic patterns and functions; Awareness of English as a Lingua Franca (ELF) and how this impacts on international pronunciation

Predicting content, vocabulary and answers; Listening for gist; Listening for specific information; Intensive/extensive listening; Deducing meaning from word form, grammar and context; Decoding phonological features; Recognising genre from format and layout; Skimming; Scanning; Intensive/extensive reading; Decoding spelling; Making inferences

Producing phonemes and features of connected speech; Producing appropriate word- and sentence-stress patterns; Producing appropriate intonation patterns; Making appropriate use of paralinguistic devices; Forming characters accurately; Using spelling and punctuation accurately; Organising information logically and in a format appropriate to the genre; Drafting and editing

Be able to draw up a simple linguistic profile/analysis and needs analysis for one learner of English; Be able to prepare and teach (unobserved) one lesson of 45-60 minutes; Be able to prepare a number of broad recommendations for the learner's study programme in at least one area of each of the four main skills, including grammar and phonology

A description of the learner's cultural and social background, including language learning experience; An evaluation of the learner's current linguistic proficiency, including strengths and weaknesses in the four main skills; A lesson plan for, a rationale for, and an evaluation of, a one-to-one lesson with the learner; Recommendations for the learner's future language development over a further 5 x 45 minute lessons; A bibliography referencing the texts used for research and teaching

Reading; Listening; the task set and the learner response (including any sub-skills) to it; the learner's general reading habits in their own language and in English; the learner's general listening habits

Speaking; Writing; A comment on the fluency of the learner; A phonemic transcription of part of the one-minute recording; grammatical accuracy; lexical range and accuracy; spelling and punctuation; effective communication of meaning; appropriacy of register; organisation; handwriting

The rationale for choice of the lesson objectives; The lesson plan; The lesson evaluation and self-reflection; The materials used in the lesson; scheme of work for 5 x 45 minute lessons; Bibliography

The ability to plan, produce, use and evaluate simple classroom teaching materials and accompanying tasks; The ability to produce a written rationale and evaluation of the effectiveness of the materials; The ability to reflect on and discuss the use of the selected materials

The material; The written assignment; rationale; evaluation; Assessment interview

Trainees are assessed on Unit 4 by an external moderator from Trinity College London; Moderator reads the rationale and evaluation sections for each trainee; Individual discussion/interview between the moderator and each trainee; identify a linguistic purpose and specific objectives; explain how the materials were appropriate to the students' linguistic needs; identify potential difficulties of the materials for the learners and solutions for dealing with them; discuss effectively how the materials were used in the classroom; evaluate the success of the materials; suggest how the materials might be improved

Awareness of the learning experiences and feelings of a learner being taught a new language, with little or no use of the learner's first language; Ability to identify the aims and objectives of the lesson and the ways in which these were or were not achieved through the methodology, materials and class management techniques employed; Awareness of a few of the main elementary contrastive features of the taught language and of English

Trainees will be given four hours of tuition in an unknown language, with a bias towards the aural-oral in the teaching of that language; delivered in sessions of approximately one hour; at beginner level; given by an experienced teacher; in a communicative context; in the initial stages of the course

An account of the grammatical, functional and lexical objectives of the lesson, as perceived by the trainee; Broad details of the methods used by the teacher including use of activities and materials, interactive patterns and class-management techniques; A reflection on the nature of the learning experience and on which teaching methods and attitudes suited the learning preferences of the trainee and others in the group; a brief description of some of the contrastive features of English and the taught language; Trainees are assessed on the accuracy of analysis and the reflective nature of the journal

Awareness of the needs of other colleagues in the team, teaching and non-teaching; Awareness of the value of mutual support in the teaching-learning-training environment; Awareness of the need for development throughout the course, based on a constructive response to training input and feedback from tutors, peers and learners; awareness of learners' special educational needs; awareness of the principal sectors of employment in their field