ELT COURSE

Guidelines for ELT Tutees

INDEX

INDEX

GENERAL INFORMATION 02
Introduction
Material
Book: Essential Teacher Knowledge
RRR File
Pearson English Portal (PEP)
LMS BRITANICO

COURSE CONTENT 07

Course components
Distribution of topics

ABOUT ZOOM 11

Using Zoom
Tutorials

EVALUATION 12

Introduction
Weighting
Assessment Criteria
Participation & Language Assessment Criteria
Writing Task / Assignment Criteria
Teaching Practice & Microteaching Assessment
Criteria

REGULATIONS 20
Responsibilities
Attendance and Certification
Teaching Practice Sessions with real students

BIBLIOGRAPHY 21
The English Resource Centre (ERC)
Books and links

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I. GENERAL INFORMATION

1. INTRODUCTION
Welcome to the BRITANICO ELT COURSE!

You are about to start an amazing journey in which you will learn the tools to be the best
teacher you can be.

In this course you will be introduced to the field of English Language Teaching and its
main objective is to provide you with an insight to the teaching-learning process and
current methodology.

As an ELT tutee, you need to work hard, during the lessons and on your own time. You will
need to comply with the course requirements (homework/deadlines, etc). It is important
for you to realise that this course requires a lot more than attending classes or reading the
book. You must be an active participant, do extra reading and bring ideas to share and
discuss in class. Therefore, it is very important to come well-prepared to the sessions.

2. MATERIAL

2.1 BOOK: ESSENTIAL TEACHER KNOWLEDGE (BY JEREMY HARMER)

Essential Teacher Knowledge, by Jeremy Harmer, is the

main book we will use in our course.
It consists of 110 units (2 pages per unit). However, we will
not follow the order of the units in the course as it is
organised in topic modules (see details in the second
part of this document).

2.2 RRR FILE: REVISE RESEARCH REFLECT FILE

This is a booklet that comes with the book and that

contains exercises and activities that will allow you to
revise the content studied and reflect on the topics
discussed in class.

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I. GENERAL INFORMATION

2.3 PEARSON ENGLISH PORTAL

Once you buy the book, you will get a code to activate an
account in Pearson English Portal. Inside this account,
you will find the following material:
Reader + (digital version of the book).
Videos and audios from the book.
The RRR File in PDF Format

Instructions to activate your account

Go to the INTRANET and check the code that appears there (Mis Clases > Clases y
Asistencias) and click on “Mostrar”.

Go to: english-dashboard.pearson.com, check the preferred language is “English” [A],

click on CREATE AN ACCOUNT [B] and select Adult account by clicking on the CREATE
AN ADULT ACCOUNT button. [C].

Provide your Account Information [A] and provide your Personal Information [B].
Agree to the Terms and acknowledge the Privacy Policy [C]. You may also check the
box allowing Pearson to contact you for marketing purposes (this is optional).
Finally, click on Create account [D], and then in Get Started [E] to be directed to your
Dashboard.

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I. GENERAL INFORMATION

You need to add your ESSENTIAL TEACHER KNOWLEDGE digital products to your
account to be able to fully use the Pearson English Portal. On your Dashboard, click on
either the Add a product link [A] or Add a product + button [A].

Enter your BOOK ACCESS CODE [B] This is an example: ESSXMP-STOUP-STONE-

ALOUD-RIANT-NONES (Type your own access code from your Británico Intranet) and
click the ADD PRODUCT [C] button.
Click the BACK TO DASHBOARD [D] button and you will be able to see the Extra
Resources (extra videos, audios and PDF version of Revise Research Reflect file) and the
Reader+ (digital version of the book).

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I. GENERAL INFORMATION

2.4 LMS BRITÁNICO

You will also have access to the BRITÁNICO PLATFORM

The name of the platform is LMS BRITÁNICO. Here, you
will find interactive activities, extra readings, worksheets,
quizzes and you will have to complete the Final Test
here.

Instructions to have access to LMS BRITÁNICO

After registration, the IT area will activate your account. Your tutor will let you know
when the platform is ready to be used and the details regarding the usermane and
password. Once you have this information, go to lms.britanico.edu.pe and type your
details. .

Once inside, go to your course:

Watch this video to learn what LMS BRITÁNICO has to offer:

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I. GENERAL INFORMATION

Using LMS BRITÁNICO to take the Final Test.

The test will be made visible by your tutor some minutes the test start. Go to your
room and click on 'ELT 1 Final Test', for example. Click on 'Attempt quiz' and on 'Start
attempt'.

You will start doing the test. Once you finish (or time is up), you must click on 'Finish
attempt' and on 'Submit all and finish'. Finally, confirm your submission by clicking on
'Submit all and finish'.

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II. COURSE CONTENT

1. COURSE COMPONENTS
The ELT course consists of three components:

Theoretical Practical
Language
Component: Component:
Component:
Information Teaching Practice
Language
about ELT in class and/or
awareness.
methodology. with real
students.

2. DISTRIBUTION OF TOPICS
The ELT course has been organised in 13 modules and we will be dealing with the topics in
a different order from the one given in the book. Check the details below (the numbers
before each topic refer to the unit number of the book):

ELT 1
Theoretical Component Practical Component Language Component

Module 1: Language Teaching Microteaching 1 (in 1. What is in a sentence?

Methodology class with classmates): 2. How we use clauses
35. How people learn languages 1 Giving instructions 3. Asking questions
36. How people learn languages 2 4. Introducing verbs
Microteaching 2 (in 5. Verb tenses (form and
Module 2: Learners & Teachers class with classmates): meaning)
37. Students make mistakes Giving instructions 6. Aspect
38. Learning at different ages
39. Student-centred teaching
40. Learner characteristics
41. Different contexts, different levels
42. Large and mixed-ability classes
43. Motivation
65. Teacher roles
66. Teachers and students

Module 3: Classroom management

68. Teacher language
69. Giving instructions, checking
meaning
67. Where students sit

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II. COURSE CONTENT

ELT 2
Theoretical Component Practical Component Language Component

Module 3: Classroom Management Teaching Practice 1 (in 8. Auxiliaries and

71. Discipline class with classmates): modals
72. Giving feedback An icebreaker 9. Multi-word and
76. Homework phrasal verbs
77. Using the L1 Teaching Practice 2 (in 10. Verb
class with classmates): complementation
Module 4: Planning Lessons
Teaching Grammar 11. Introducing adverbs
79. Planning lessons
12. Introducing nouns
80. Planning sequences

Module 5: Teaching Language 1

44. Introducing new language 1
45. Introducing new language 2
46. Researching new language
47. Repetition and drills
48. Practising new language 1
49. Practising new language2
50. Practising new language 3
7. Teaching verbs (and adverbs)
17. Teaching the noun phrase
28. Teaching sounds
29. Teaching stress and intonation

ELT 3 Theoretical Component Practical Component Language Component

Module 6: Resources & Technology Teaching Practice 1 (in 13. Articles

81. Using coursebooks class with classmates): 14. Quantifiers
82. Using dictionaries Teaching Vocabulary 15. Introducing
83. Supplementary materials adjectives
84. Teaching without materials Teaching Practice 2 (in 16. What comes after
85. Classroom technology 1 class with classmates): nouns?
86. Classroom technology 2 Teaching Functions 18. What words mean
87. Classroom technology 3 19. How words are
Extra: Digital materials formed
Extra: Game-based learning &
Gamification
Extra: Digital Classrooms

Module 7: Teaching Language 2

22. Meeting & remembering words
30. Language functions

Module 8: Teacher Development

78. Teacher Development

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II. COURSE CONTENT

ELT 4
Theoretical Component Practical Component Language Component

Module 9: Teaching Productive Skills Teaching Practice 1 (in 20. Collocation and
51. Teaching speaking 1 class with classmates): lexical phrases
52. Teaching speaking 2 Teaching Speaking 21. Metaphor
53. Teaching speaking 3 23. The phonemic
73. Correcting speaking 1 Teaching Practice 2 (in alphabet
74. Correcting speaking 2 class with classmates): 24. Where sounds are
57. Teaching writing 1 Teaching Writing made
58. Teaching writing 2 25. Sounds in
59. Teaching writing 3 combination
75. Correcting writing

Module 10: Teaching Receptive Skills

54. Teaching reading 1

ELT 5
Theoretical Component Practical Component Language Component

Module 10: Teaching Receptive Skills Teaching Practice 1 (in 26. Stress
55. Teaching reading 2 class with classmates): 27. Intonation
56. Teaching reading 3 Teaching Reading 31. Written and spoken
60. Teaching listening 1 English
61. Teaching listening 2 Teaching Practice 2 (in 32. Genre
62. Teaching listening 3 class with classmates):
63. Using poetry Teaching Listening
64. Using music (and drama)
Teaching Practice with
Module 11: Assessment real students
88. Assessment and testing
89. Test items and how to teach them
90. Marking and grading tests

Module 12: Teaching Young Learners

91. Describing young learners
92. in the language classroom

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II. COURSE CONTENT

ELT 6
Theoretical Component Practical Component Language Component

Module 12: Teaching Young Learners Teaching Practice 1 (in 33. Register
93. Movement, games, special friends class with classmates): 34. Cohesion and
94. Chants, rhymes and songs Teaching Young coherence
100. Topics and themes Learners
95. Language teaching with young
learners Teaching Practice 2 (in
96. Young learner listening class with classmates)
97. Young learner speaking
98. Young learner reading Teaching Practice with
99. Young learner writing real students
101. Assessing young learners

Module 13: CLIL

102. Introducing CLIL
103. The language of CLIL
104. Genre in CLIL
105. Using visual organisers
106. Materials and resources for CLIL
107. Teaching CLIL
108. CLIL activities
109. Planning CLIL
110. Assessing CLIL

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III. ABOUT ZOOM

1. USING ZOOM
Zoom is the platform that is used in the ELT course. This means that ELT tutees need to
learn how to use it in order to deliver lessons. This will be very important for the Practical
Component.

2. TUTORIALS

Find below some tutorials to learn how to use Zoom effectively. Take your time to watch
the videos several times, if necessary. Click on each box to have access to them.

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IV. EVALUATION

1. INTRODUCTION
Find below the aspects that are evaluated in the ELT course:

Participation & Language: Refers to the amount of participation in class and how
language is used to express opinions.
Microteaching / Teaching Practice: ELT tutees perform as teachers in front of their
classmates, who pretend to be English students. In the last two cycles, Teaching
Practice with real students (basic or pre-intermediate level) are organised.
Writing Task: From ELT 1 to ELT 4, ELT tutees produce a piece of writing in which they
reflect on a teaching topic.
Assignment: ELT tutees produce a piece of academic work in which they analyse a
methodology topic studied in class.
Final Test: At the end of each cycle, ELT tutees take a test in which they answer
questions about the topics seen in class.

2. WEIGHTING

PL MT1 MT2 WRT AS FT TOTAL

ELT 1

20 10 10 10 10 40 100

PL TP1 TP2 WRT AS FT TOTAL

ELT 2
ELT 3
ELT 4
20 20 20 10 10 20 100

TP with
PL TP1 TP2 AS FT TOTAL
real sts
ELT 5
ELT 6

10 20 20 20 10 20 100

PL = Participation & Language WRT = Writing Task

MT = Microteaching AS = Assignment
TP = Teaching Practice FT = Final Test

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IV. EVALUATION

3. ASSESSMENT CRITERIA
Your tutor will follow the criteria and descriptors below to evaluate your performance.

3.1 PARTICIPATION & LANGUAGE ASSESSMENT SCALE

Grammar and Discourse Interactive

Pronunciation
Vocabulary Management Communication

-Very good control of -Relevant contributions -Very good intonation -Always initiates and
language and enrich discussions. -Sentence and word responds effectively in
vocabulary related to -Coherent speech stress correctly placed. class.
the topics. -Connects ideas -Individual sounds -Develops
5 -Very good use of ELT effectively using a clearly articulated. conversations
terminology range of cohesive successfully in class.
demonstrates very devices.
good background -Very little hesitation
reading.

-Appropriate control -Contributions are -Appropriate -Often initiates and

of language and mostly relevant. intonation responds in a
vocabulary related to -Speech is coherent -Sentence and word reasonable way in
the topics. Some most of the time. stress is usually class.
mistakes might be -Connects ideas appropriate. -Develops
4 present. appropriately using -Individual sounds are conversations
-Appropriate use of simple cohesive clearly articulated successfully with little
ELT terminology devices. even though some support.
which shows -Some hesitation mispronunciation
background reading. might be present.

3 Performance shares features of Bands 4 and 2.

-Little control of -Contributions are not -Flat intonation -Does not usually
language and very relevant. -Sentence and word initiate or respond
vocabulary related to -Speech is quite stress is inadequate. appropriately in class.
the topics. Several incoherent. -Individual sounds are -Needs prompts and
mistakes are present. -Does not connect sometimes unclearly support to develop
2 -Little use of ELT ideas appropriately articulated and conversations.
terminology which and cohesive devices mispronunciation is
shows insufficient of are barely used. present.
background reading. -Hesitation is present.

1 Performance below Band 2.

0 Language cannot be assessed due to total lack of participation or student was absent (FDA).

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IV. EVALUATION

3.2 WRITING TASK / ASSIGNMENT ASSESSMENT SCALE

Task Completion: Communicative

Organisation Language
Content Achievement

-Effective attempt at -Communicative -Text is well-organised -Effective use of

the task, which covers purpose is fully and coherent. language (grammar,
all the elements/ achieved as ideas are -A variety of linking vocabulary,
points. supported with devices are present to punctuation).
5 -Very relevant background reading. connect ideas -Effective use of ELT
contributions. effectively. terminology.
-Very good -Minor errors which do
organisation of ideas not impede
and paragraphs. communication.

-Good attempt at the -Communicative -Text is generally well- -Good use of language
task, which covers all purpose is achieved organised and (grammar, vocabulary,
the elements in a as ideas are coherent. punctuation).
reasonable way. supported with a -Simple linking devices -Quite good use of ELT
However, some points reasonable amount are present to connect terminology, but more
4 could have been better of background ideas appropriately. technical language
developed. reading. -Good organisation of could improve the work.
-Relevant contributions ideas and paragraphs. -Some mistakes which
most of the time. Some do not impede
minor irrelevancies communication.
might be present.

3 Performance shares features of Bands 4 and 2.

-Task attempted but -Communicative -At times, text is not -Too simple use of
some elements are not purpose might not well-organised. grammar and
appropriately be achieved as -At times, more linking vocabulary in some
developed. background reading devices are not sections.
-Some irrelevant is not demonstrated. present or are not -At times, ELT
information is present, effectively used. terminology is barely
showing little -Some ideas might present or is
2 understanding of the seem disorganised. ineffectively used. More
rubric at times. technical language is
needed.
-Some language
problems might made
content unclear at
times.

1 Performance below Band 2.

0 Language cannot be assessed due to total lack of participation or student was absent (FDA).

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IV. EVALUATION

3.3 TEACHING PRACTICE / MICROTEACHING ASSESSMENT CRITERIA

3.3.1 GIVING INSTRUCTIONS

Personal Qualities Language Competence Giving Instructions

-Self-confidence and assertiveness -Structures -Language graded to students’

-Ability to establish rapport -Lexis level.
-Adequate pace -Phonology -Teacher uses short simple
-Enthusiasm for teaching -Register and appropriateness sentences.
-Professional attitude -Teacher breaks down instructions
appropriately.
-Instructions are logical and
coherent.
-Teacher demonstrates the task
effectively.
-Teacher checks instructions
appropriately.

3.3.2 AN ICEBREAKER

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. -The aim is clear and is fully achieved.
-Teacher uses short simple sentences. -Timing for the whole activity is appropriate.
-Teacher breaks down instructions appropriately. -Problems were anticipated and/or properly solved.
-Instructions are logical and coherent. -Material used is adequate.
-Teacher demonstrates the task effectively. -Appropriate use of digital tools.
-Teacher checks instructions appropriately. -Activity is simple and easy to understand.
-Activity creates comfortable/ engaging environment.
-Teacher monitors the activity effectively.
-Feedback is properly conducted.

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IV. EVALUATION

3.3.3 TEACHING LANGUAGE (GRAMMAR, VOCABULARY, FUNCTIONS)

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. -The aim is clear and fully achieved.
-Teacher uses short simple sentences. -Timing for the whole actiivity is appropriate.
-Teacher breaks down instructions appropriately. -Problems were anticipated and/or properly solved.
-Instructions are logical and coherent. -Material used is adequate.
-Teacher demonstrates the task effectively. -Appropriate use of digital tolos.
-Teacher checks instructions appropriately. -Patterns of interaction are appropriate.
-Presentation: Context / Elicitation / Pronunciation.
-Practice: Successful controlled / semi-controlled -
activities.
-Production: Freer activity promotes activation of
language.
-Teachermonitors appropriately.
-Feedback is properly conducted.

3.3.4 TEACHING SPEAKING

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. -The aim is clear and fully achieved.
-Teacher uses short simple sentences. -Timing for the whole activity is appropriate.
-Teacher breaks down instructions appropriately. -Problems were anticipated and/or properly solved.
-Instructions are logical and coherent. -Material used is adequate.
-Teacher demonstrates the task effectively. -Appropriate use of digital tools.
-Teacher checks instructions appropriately. -Patterns of interaction are appropriate.
-‘Pre’ activity is engaging and connected to the topic.
-Prompts to deal with the speaking activity are
provided in an effective way.
-‘While’ activity motivates students to speak.
-Follow-up activity is connected to the topic and
closes the lesson effectively.
-Teacher monitors appropriately.
-Feedback is properly conducted.

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IV. EVALUATION

3.3.5 TEACHING WRITING

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. -The aim is clear and fully achieved.
-Teacher uses short simple sentences. -Timing for the whole activity is appropriate.
-Teacher breaks down instructions appropriately. -Problems were anticipated and/or properly solved.
-Instructions are logical and coherent. -Material used is adequate.
-Teacher demonstrates the task effectively. -Appropriate use of digital tools.
-Teacher checks instructions appropriately. -Patterns of interaction are appropriate.
-‘Pre’ activity is engaging and connected to the topic.
-Context is set and allows students to predict writing
task.
-Sample writing is provided and analysed by students.
-Writing task is appropriately set.
-Follow-up activity is connected to the topic and closes
the lesson effectively.
-Teacher monitors appropriately.
-Feedback is properly conducted.

3.3.6 TEACHING READING

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. -The aim is clear and fully achieved.
-Teacher uses short simple sentences. -Timing for the whole activity is appropriate.
-Teacher breaks down instructions appropriately. -Problems were anticipated and/or properly solved.
-Instructions are logical and coherent. -Material used is adequate.
-Teacher demonstrates the task effectively. -Appropriate use of digital tools.
-Teacher checks instructions appropriately. -Patterns of interaction are appropriate.
-Pre-reading activity is engaging, well-.structured and
linked to the topic of the text.
-While-reading tasks allows students to demonstrate
reading comprehension.
-Post-reading task is appropriate and promotes
students’ production.
-Teacher monitors appropriately.
-Feedback is properly conducted.

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IV. EVALUATION

3.3.7 TEACHING LISTENING

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. -The aim is clear and fully achieved.
-Teacher uses short simple sentences. -Timing for the whole activity is appropriate.
-Teacher breaks down instructions appropriately. -Problems were anticipated and/or properly solved.
-Instructions are logical and coherent. -Material used is adequate.
-Teacher demonstrates the task effectively. -Appropriate use of digital tools.
-Teacher checks instructions appropriately. -Patterns of interaction are appropriate
-Pre-listening activity is engaging, well-.structured and
linked to the topic of the text.
-While-listening tasks allows students to demonstrate
listening comprehension.
-Post-listening task is appropriate and promotes
students’ production.
-Teacher monitors appropriately.
-Feedback is properly conducted.

3.3.8 TEACHING YOUNG LEARNERS

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. -The aim is clear and fully achieved.
-Teacher uses short simple sentences. -Timing for the whole activity is appropriate.
-Teacher breaks down instructions appropriately. -Problems were anticipated and/or properly solved.
-Instructions are logical and coherent. -Material used is adequate for the age.
-Teacher demonstrates the task effectively. -Appropriate use of digital tools.
-Teacher checks instructions appropriately. -Patterns of interaction are appropriate.
-Topic and activity are suitable for young learners age.
-Activity focuses on meaning rather than accuracy.
-Teacher successfully deals with the stage assigned.
-Teacher monitors appropriately.
-Feedback is properly conducted.

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IV. EVALUATION

3.3.10 TEACHING PRACTICE WITH REAL STUDENTS

Personal Qualities Language Competence

-Self-confidence and assertiveness -Structures

-Ability to establish rapport -Lexis
-Adequate pace -Phonology
-Enthusiasm for teaching -Register and appropriateness
-Professional attitude

Giving Instructions Planning & Execution

-Language graded to students’ level. The aim is clear and fully achieved.
-Teacher uses short simple sentences. Timing for the whole activity is appropriate.
-Teacher breaks down instructions appropriately. Problemswereanticipated and/or properly solved.
-Instructions are logical and coherent. Material used is adequate.
-Teacher demonstrates the task effectively. Appropriate use of digital tools
-Teacher checks instructions appropriately. Patterns of interaction are appropriate
•Teacher monitors appropriately.
•Feedback is properly conducted.
•Teacher successfully deals with part of the lesson
assigned.

Each criterion is given a mark out of 3:

Above Average Average Below Average Weak

3 2 1 0

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V. REGULATIONS

1. RESPONSIBILITIES

As an ELT tutee, you need to work hard, during the virtual lessons and on your own
time.
You will need to comply with the course requirements (homework/deadlines, etc).
It is important for you to realise that this course requires a lot more than attending
classes or reading the book.
You must be an active participant, do extra reading and bring ideas to share and
discuss in class. Therefore, it is very important to come well-prepared to the sessions.
Tutees are expected to stay in the same schedule with the same tutor for the five
cycles.

2. ATTENDANCE AND CERTIFICATION

Students must comply with the minimum number of hours of attendance (13 hours).
Otherwise, they will be considered FDA (Fail due to Absences) and cannot register for
the following cycle.
Certificates will be issued at the end of the course (ELT 6) to participants gaining an
overall passing grade (A, B, C) according to our marking criteria and who have
complied with the minimum number of hours of attendance.
Students who get grade “D” (Below Average- less than 70) in two cycles will not be
allowed to register for the next cycle.
Students do not receive a certificate if
- they get less than 70 in the global result (ELT 1-ELT 6 average).
- they get FDA in one cycle.
- they fail ELT 6.
The certificate will available to be downloaded from the INTRANET following this route:
MIS CLASES > CONSTANCIAS Y CERTIFICADOS. The certificate will be available for 365
days.
Information regarding the student’s performance will be recorded in the certificate.

3. TEACHING PRACTICE SESSIONS WITH REAL STUDENTS

Teaching Practice sessions with real students are programmed in ELT 5 and ELT 6.
These sessions are organised in a different schedule. Your tutor will give you the date
and the schedule at the beginning of the corresponding cycles.
Be aware of the fact that attendance to these sessions is compulsory, so you might
need to make special arrangements with other responsibilities.

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VI. BIBLIOGRAPHY

1. THE ENGLISH RESOURCE CENTRE

The English Resource Centre (ERC) is a specialised area of our BRITÁNICO Library, that
consists of books and magazines related to the English Language Teaching world.
The BRITÁNICO Library is located in San Isidro and Miraflores:

BRITÁNICO Library San Isidro BRITÁNICO Library Miraflores

Arequipa Avenue 3495 Bellavista Street 538
Monday to Friday Monday to Saturday
9:00am - 1:00pm / 2:00pm - 6:00pm 9:00am - 1:00pm / 2:00pm - 6:00pm

Check the catalogue here.

2. BOOKS AND LINKS

https://www.teachingenglish.org.uk/
http://www.onestopenglish.com/
https://www.bbc.co.uk/learningenglish/english/
https://www.ihes.com/bcn/tt/articles.html
https://academic.oup.com/eltj
http://eslarticle.com/pub/english-language-teaching-elt/
DIAZ MAGGIOLI, Gabriel and PAINTER-FARREL, Lesley. Lessons Learned: First steps
towards reflective teaching in ELT, 2018.
HARMER, Jeremy. The Practice of English Language Teaching 5th Edition. Pearson, 2015.
SCRIVENER, Jim. Learning Teaching: the essential guide to English Language Teaching.
3rd Edition. MacMillan, 2001.
UR, Penny. A course in English Language Teaching: practice and theory. Cambridge,
2012.
THORNBURY, Scott. How to teach Grammar. Longman, 1999.
THORNBURY, Scott. How to teach Speaking. Pearson, 2005.
THORNBURY, Scott. How to teach Vocabulary. Longman, 2002.
THORNBURY, Scott. Tasks for teachers of English. Cambridge, 2017.
WILSON, J.J. How to teach listening. Pearson, 2008.

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