MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION

IN-SERVICE CERTIFICATE IN ENGLISH

LANGUAGE TEACHING
COMPONENT 1
LANGUAGE TASK NO. ____2_____

CANDIDATE: _______ John Smith

Date Set:

January 12 2013

Date Hand- in:

February 15 2013

Marker:
Return date:

COURSE TUTORS:
Anarosa Vargas
Gerry Mugford
Angelina del Campo

ICELT

In-Service Certificate in English Language Teaching

Declaration

I John Smith declare that the following reading and presentation

Component 1 Task 2 is entirely my own work and that it is written in my
own words and not those copied directly from any other source, except
for those that are properly acknowledged.

Signature

_______________________________
Javier Dominguez Tinajero

Date: December 12, 2014

IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE TEACHING

COMPONENT 1 - LANGUAGE FOR TEACHERS
TASK 2 - Evaluation of the learners spoken language
Length: 750 - 1,000 words
Task outline
You are required to observe a lesson taught by a colleague and to give your judgment on
the English Language ability of the class as a whole. You should present evidence for
your judgment in the form of samples of the spoken language used by a range of learners.
A minimum of 10 samples should be presented, including accurate and inaccurate,
appropriate and inappropriate language. The samples should show various aspects of
language (eg. Grammar, pronunciation, vocabulary, function, discourse, styles). Finally
you should say briefly what aspects of language development the class needs to focus on.
Guidelines
1. Observe a lesson
2. Give a brief description of the learners (eg. Age, level of English, etc) and of the lesson
(eg. Topics, objectives)
3. Select a minimum of ten examples of spoken language used by the learners and the
contexts in which they were used (eg. The topic the learner was talking about, a teacher
question to which the learner was responding).
4. Comment briefly on what each sample shows about the learners progress in spoken
English (eg. What the learner has already learned, is in the process of learning, has not
yet learned).
5. Comment briefly on the aspects of language development which the class as a whole
needs to focus on.

NOTE
1. Remember to include both accurate and inaccurate, appropriate and inappropriate
examples of language use.
2. You should aim to illustrate more than just one or two categories of language (eg.
Grammar, pronunciation, vocabulary, function, discourse, style)
3. If you wish, you may record the lesson and then select samples when listening to the
recording.

General Assessment Criteria

PASS level assignments will show that the candidate can:
1.
present the assignment in language which is sufficiently clear, accurate and easy to
read
2.
show knowledge and understanding of relevant theory and principles contained in
the ICELT syllabus
3.
draw on relevant theory and principles to analyse and develop professional practice
4.
present materials with a professional appearance
5.
include acknowledged references to a limited number of appropriate sources
relevant to the theme of the assignment. Each assignment should provide
evidence of the candidate having read sufficiently to show understanding of the main
points of accepted current theory and ability to relate these points
classroom
practice

Specific Assessment Criteria

Language Accuracy and Language Awareness
PASS level assignments will show that the candidate can:
2a employ generally accurate language in the description of the learners, the lesson and
the commentary on language samples
2b demonstrate appropriate understanding and use of terminology to describe a range of
learner language
Range and Flexibility
PASS level assignments will show that the candidate can:
2c employ appropriate professional-to-professional discourse
Organisation and Content
PASS level assignments will show that the candidate can:
2d provide examples of the spoken language of learners and the contexts in which they
occurred
2e draw reasonable conclusions from examples about the learners progress in English
Audience Awareness
PASS level assignments will show that the candidate can
2f inform a professional reader
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Table of Contents
Cover Page
Guidelines
2,3
Declaration
4
Table of Contents
5
Evaluation of Learners Spoken Language
6
1. Learners Background
6
2. Lesson Description
6
3. Accurate Samples
6
3.1
6
3.2
7
3.3
7
3.4
7
3.5
7
3.6
7
4. Inaccurate Samples
8
4.1
8

4.2
8
4.3
8
4.4
8
4.5
8
4.6
8
5. Steps to Follow
9
Word Count
9
Bibliography
10

Evaluation of Learners Spoken Language

Introduction
To recognize and analyze the different parts of a lesson focused specifically on the
spoken language is something we do effortlessly, since first hear ourselves
speaking and on the process trying to reduce the mistakes, when it comes to our
students we empathize and moti

Huges says that, Analyzing spoken language as it occurs in natural interaction

provides radically new insights into language. (Hues 2006) In the following paper, I
have analyzed samples of spoken language in order to help ameliorate the Ss
knowledge. The main focus should always be to equip the learner with enough
language so that he may communicate effectively. Ur says that, some mistakes
are more likely to lead to misunderstanding than others and therefore is more
important to correct. (Ur 1999) This analysis will lead us to find and acknowledge,
what is needed in order to help the students communicate effectively.
1. Learners Back ground
On November 28th I sat in a classroom to observe a group of Ss ages from 12
whose ages range amongst 11 and 12 years old. There were two boys and four
girls. Ss have an A1 English level according to the Council of Europe and
Elementary Montessori environment.
2. Lesson Description
The Ss reflected on Zlatas Diary which is an extract about a sixth grade girl who
lived in Sarajevo during the Bosnian war. The class began with a homework
revision. In the warm-up Ss answered some CCQs orally. In the presentation
hyperboles and figures of speech were introduced. Then the Ss identified the new
functions. The class ended with an activity where S talked about when to use the
new functions and finally they analyzed and made up their own hyperboles and
figures of speech.
3. Accurate Samples
3.1 Sample: My pencil makes a squeaky sound.
Context: homework revision
Category: vocabulary

The item is accurate and appropriate. The suffix of the word make indicates the
present third person singular. The descriptive adjective, squeaky is set before the
noun sound. The S shows knowledge of vocabulary.

3.2 Sample: I would have gone crazy.

Context: warm-up
Category: word collocation
Analysis: The lexical item is correct and appropriate. gone crazy is a weak
collocation utilized it in a correct manner.
3.3 Sample: They lived without electricity.
Context: Warm-up
Category: grammar
Analysis: The item is correct and appropriate. The verb indicates the past tense.
The juxtaposition of the adjective without and the noun electricity is correct.
3.4 Sample: Do we need to copy

that?

Context: presentation
Category: intonation
Analysis: The item is correct and appropriate. The auxiliary do is followed by a
pronoun with the correct modal need to. The verb is in simple form. The
intonation rises at the end of the sentence to indicate that it is a question.
3.5 Sample: We dont see dismembered bodies.
Context: practice
Category: vocabulary
Analysis: The sentence is correct and appropriate. The negative form is shown by
a contraction followed by a verb in simple form and the adjective dismembered
describing the noun bodies.

3.6 Sample: I have seen them.

Context: practice
Category: grammar
Analysis: Analysis: The item is correct and appropriate. The S used both the word
have + seen which indicates the present perfect. The participle form of the verb is
used. The subject and object pronouns are in the correct place and form.

4. Inaccurate Samples
4.1 Sample: I just put down
Context: Before Warm-up, Homework revision
Category: Word Collocation
Analysis: The item is appropriate but inaccurate. The S made a literal transference
of meaning from L1 to L2 of the word put. The collocation put down was used
(to place in a particular position) instead of write down which has less room for
confusion. Put down could mean; to give an end, humiliate, disapprove, belittle or
to consume.
4.2 Sample: If I was Zlata
Context: Warm-up,
Category: Grammar
Analysis: The item is inaccurate but appropriate. The S is using the past form of
the verb which is only used for a real past action but they should use were which is
used for a hypothetical situation. The S could not have been Zlata. The third
conditional should have been used.
4.3 Sample: Im thankful because my mom didnt die in the explosion
Context: Warm-up
Category: Function
Analysis: The item is appropriate, the grammar is correct, but the function is
inaccurate. There is a discrepancy between what was said and what the S meant.
The S mother was never in an explosion. Since this is a hypothetical action, a third
conditional should have been used.
4.4 Sample: its a /hapb l / (hyperbole)
Context: Practice
9

Category: Pronunciation
The item is appropriate but inaccurate. The pronunciation of the Word hyperbole
was erroneous. The correct pronunciation is /hapbli/ The S over generalized
the silent e rule. Because of its a borrowed word from the Greek, the silent e rule
does not apply as in most words.

4.5 Sample: There was an inundation and our car was like swimming
Context: Production
Category: Vocabulary
Analysis: The item is incorrect but accurate. The S used the word swimming to
refer to a swamped car. He utilized the word like to refer to the fact that he lacked
the correct vocabulary.
4.6 Sample: Im reconforted for the delicious cake my mom make.
Context: Warm-up
Category: Grammar
Analysis: Inaccurate but appropriate. The word reconforted is really meant to be
the word comforted. The verb make is in the infinitive form, but it should be in
the past form. Overall the S is trying to convey a hypothetical action where a third
conditional should be used.
5. Steps to Follow
Many of the errors were due to the lack of vocabulary, whilst others were grammar
related. Before the lesson I would teach Ss background vocabulary and its
pronunciation. I would also teach the third conditional so that Ss can use the
accurate grammatical structure. I would complement the practice part with some
fill-in-the-blank third-conditional drill worksheets where Ss could hypothetically
reflect on how they would have felt if they had lived during the war or if they were
Zlata. I would also teach the students the difference in meaning between
hypothetical situations and the real past because in a real situation it could cause a
misunderstanding. Recapitulating, our main focus is that the Ss can communicate
effectively without being misunderstood.
Word Count:1000

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Bibliography
Folley, M. & Hall, D. (2003) Advanced Learners Grammar. Longman. England
Harmer, J. (2008) How to Teach English. Essex: Pearson Longman
Huges, R. (2006) Spoken English TESOL and Applied Linguistics. Palgrave
Macmillan, UK
Scrivener, J. (2005). Learning Teaching. Macmillan Publishers: UK
Thornbury, S. (2005). How to Teach Vocabulary . Longman: UK
Ur, P. (1999). A Course in Language Teaching. Cambridge University Press,
Cambridge UK

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