Mexico City

Centre number: MX 143

ICELT

COMPONENT
LANGUAGE TASK NO. 4

CANDIDATE: Raquel Romero Rivas

Date Set:

May 8, 2015

Date Handin:
Marker:

June26 2015

Return date:

COURSE TUTORS:

ROCO GARCA FERNNDEZ

VERNICA OLGUN PARTIDA
CONSUELO PALAFOX

IN-SERVICE CERTIFCATE IN ENGLISH LANGUAGE TEACHING

COMPONENT 1 - LANGUAGE FOR TEACHERS
TASK 4- Focus on the teacher's language
Length: 750-1,000 WORDS
Task outline
You are required to audio or video record yourselves teaching a lesson (or part of a lesson) and select
from the recording a minimum of six samples of your classroom talk. You should then comment on
both positive and negative aspects of the language you have used in terms of its accuracy and
appropriacy for teaching. The samples should show various aspects of language (e.g. Grammar,
pronunciation, vocabulary, function, discourse, style).
Guidelines
1. Briefly describe the learners (e.g. age, level of English) and the lesson (e.g. topic, objectives)
2. Select a minimum of six different / varied samples of language that you used and describe the
contexts in which the language was used (e.g. the topic you were talking about, a students comment to
which the teacher was responding)
3. Comment briefly on each sample showing whether the language is accurate and / or appropriate for
teaching the chosen lesson (or part of the lesson) and in the case of inaccurate or inappropriate
language, show insight into how you might have expressed yourself differently.
NOTE:
1. Remember to include accurate and inaccurate, appropriate and inappropriate examples of
language use. The aim of this assignment is not to assess teacher language use itself, but to
assess your ability to comment on your classroom language. A sample may range from a single
item (a word or phrase or a mispronounced sound) to a longer stretch of discourse.
2. You should show some variety in the aspects of language you choose to focus on. you should aim
to illustrate more than just one or two categories of language (e.g. grammar, pronunciation, vocabulary,
function, discourse, and style) but not necessarily all of them. Remember to focus not only on accuracy
but also on whether your language was appropriate for teaching within the context in which it was used
in the lesson.
3.

Remember you should audio or video yourselves.

General Assessment Criteria PASS level,

assignments will show that the candidate can:
Accuracy and Language Awareness
1a demonstrate appropriate understanding and use of terminology to describe teacher
language.

Range and Flexibility

1b use appropriate professional-to-professional discourse
Organisation and Content
1c select examples to exemplify range of language
Audience Awareness
1d. inform a professional reader.

ICELT

In-Service Certificate in English Language Teaching

Declaration

I Raquel Romero Rivas, declare that the following C1-T4 Samples of spoken
English of the Teacher 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

_______________________________
Raquel Romero Rivas

Date: June 26, 2015

INTRODUCTION

Peter James states that Two important pre-conditions for change are that educational system
in which teachers are working actively promotes change, and that teachers themselves are
ready to and want to change. Teachers must recognize a need to change, as it cannot be
successfully imposed by others. Genuine change in a teachers knowledge, skills and
attitudes is also a long process, in effect, career-long, and not confined to an all too often
short training programme. (Peter James, p. 9) I agree with James because during
generations Teachers have had an important role in peoples life. Our students believe in us,
that is why we have to be prepared every day in order to improve our language skills. It is
very important we recognize our errors and evaluate ourselves in order to be better teachers
for our students.
In this task, I will analyse on both positive and negative aspects of the language I have used
in terms of its accuracy and appropriacy for teaching a lesson. I cited six of my classroom talk
that I used and describe the context in which the language was used.
I. CLASS PROFILE
My class consist of 34 students between 9 and 10 years old. There are 17 girls and 17 boys.
They have an average A1-A2 level of English according to the CEFR.
Some of them are familiar to English as they have practiced English every day for two hours
and they make a big effort for communicating their thoughts accurately in English.
On the other hand, some others seem to be afraid or disinterested because learning English
has been difficult for them. For few ones, this school year was their first contact with English.
These students tend to use Spanish to communicate their ideas adequately rather than make
an effort to express accurately in English.
Most of the group is motivated and enthusiastic towards learning English, which is an
enormous advantage. Some students are visuals, like technology, visual aids, enjoy listening
to music, play games, work on manual activities and work in teams. A few students are shy
and introverted, for them it is not easy to participate, and work in teams or express orally.
II. BRIEF LESSON OUTLINE
The main objective of the class was the learners will express what a person is wearing. I
greeted the students, then asked them to take out their notebooks, in order to outline the
silhouette of a person, either a boy or girl, up to them. After that, I gave them instructions in
order to dress that person. As I was giving the instructions, I was drawing it on the board.
Once the students finished this activity some students show me their drawings. Then I
projected a video Real English 38 Wearing in the video there was a reporter asking
different people what they were wearing, in this video the students could see different options
and how to answer to this question, after some minutes I paused the video and asked the
students to describe what the people was wearing. Some of them had difficulties when they
wanted to use the colour, I correct at the moment of speaking. After that, the learners solve
some consolidation exercises. Finally, I asked the students to colour their own person with
clothes and describe it. They worked on their notebooks.
III. CORRECT SAMPLES
3.1 LEXIS
Context: After greeting the learners, I started to give instructions in order to work with the
warm up.
Sample: once I greeted the learners I asked them to pay attention.

Analysis: This is correct considering that this is a collocation. As is well-known collocations

are commonly words which are often used in a way which sounds natural to native speakers
of English.
3.2 GRAMMAR
Context: after learners answered some consolidation exercises, we checked the answers.
Sample: as the learners were answering the exercise, in one of the answers in order to make
the students reflect the responses I asked them why does she have to take the red bag?
Analysis: This was correct considering that when we ask questions in simple present, we use
the auxiliary verb does when we refer to she
3.3. DISCOURSE
Context: during the class a learner asked for permission to go to the restroom
Sample: during the session a student asked me for permission to go to the bathroom. One of
the rules in the classroom is that it is not necessary to ask for permission to go to the
restroom. They know they can go when they have that necessity. So I told the student you
know, you dont have to ask for permission.
Analysis: This was correct because the language I used to state was suited and adequate for
the level. My statement was short and precise.
IV. INCORRECT SAMPLES
4.1 PRONUNCIATION
Context: in the final task, the learners had to draw a person with an outfit, so I project different
patterns of clothes with the purpose the student used them on their description.
Sample: I said, stripped /straiped/
Analysis: This was incorrect because I had a mispronunciation because this word should be
pronounced /strIped/
4.2 GRAMMAR
Context: during the class I said something to another learner that asked me about a
classmate.
Sample: I said he was stand-up
Analysis: This was incorrect because I should have said, he was standing up we know that
after verb was, we have to use a verb with ing or a verb in past participle, depending on the
structure.
4.3 LEXIS
Context: The students outlined a silhouette of a person on their notebooks and they asked me
in which part of the sheet they should draw the silhouette.
Sample: I answered them to the half of the sheet
Analysis: This was incorrect because I should have answered on the half of the sheet,
because when we do something on a sheet, we have to use the preposition ON
V. WHAT I LEARNED
The importance of teachers skills depends on the students learning. Your input in the class
is crucial. Every ear and eye are indeed focused on you. Your own English needs to be clearly
articulated (Douglas Brown p. 99) I agree with H. Douglas Brown because that is why
teachers have a huge responsibility with the students at the moment of speaking. After this
task, I could realize my mistakes when I am speaking during my class. I consider, we
sometimes do not identify this mistakes, at first, hearing. And I think it is really important we

as teacher improve our speaking. This task was really useful for me. I considered I am going
to record my classes at least once a week because a want to have a better fluency and
correct my errors at the moment of speaking and every day, these errors can be less every
day. I learned it is so important not have mistakes when we are speaking since the students
learn through us and they trust us.
Total Words 1157
BIBLIOGRAPHY
* TEACHERS IN ACTION, Task for inservice language teacher education and
development, Peter James, Cambridge University Press, 2001
*TEACHING BY PRINCIPLES, AN INTERACTIVE APPROACH TO LANGUAGE
PEDAGOGY-H. Douglas Brown, San Francisco State University; 2000; 2nd edition
Longman