1 What is the aim of the course?

Task 1
1 WHAT IS THE AIM OF THE COURSE?

To provide students with guidance and assistance in using English effectively as a medium of communication in the classroom. Furthermore:
1 - Develop their intellectual, personal and professional abilities as a perfect teacher.
2 - Acquire basic language skills (listening, speaking, reading and writing) in order to communication with speakers of English language and to learn how to teach them all through appropriate activities.
3 - Acquire the linguistic competence necessarily required in various life situations and during the lessons.
A broad approach to language education (LE) provides an opportunity to understand the importance of language competences for a variety of purposes: for learning, for personal development, for participation in society, for communication and interaction with others in a variety of social and intercultural settings. When teaching a second language, the goal of a teacher is to use as much of the target language as possible. When reviewing a day in the classroom, one of the most frequent ways that language is used is in the daily routines; these are referred to as classroom language. Teachers can take the opportunity of these daily routines to maximize their target language use and promote its use by students. This section will describe how classroom language can be used and what some tips are for teachers when employing classroom language.
2 WHAT IS THE OBJECT OF THE COURSE?
Through this course students will get practice in the language skills specific to language teachers and they will be able to use English as a means of instruction, elicitation, and class organization to promote a meaningful language practice. Additionally they will acquire a basis for deciding on the use of the target language and the mother tongue in class, and practice the appropriate use of body language and voice projection.

3 WHAT IS THE ASSESSMENT SPECIFICATION?

The Assessment Specification contains the description of assessment requirements and goals, assessment methods, assessment criteria derived from the requirements, and the test cases. Coverage of the requirements by the test cases is documented in a coverage matrix. With the help of the Assessment Specificationit must be possible to decide if the assessment has been successful or not. An assessment is separated into the sections preparation, execution, and evaluation. If the preparation and the evaluation are sufficiently described in the Assessment Procedure they can be dropped here.
The preparation for an assessment includes the generation of test data. The methods and procedures for realizing this are determined and described, provided that they are not assumed to be known already.