THDC Handbook March 2013 - CBE Professional Training · PDF fileTeaching House provides its...

WashingtonD.C.

INTENSIVE

CELTAcourse

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2/14/13RP

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TableofContents

OntheOtherSideoftheDoor ........................................................................................................4

GeneralInformation ........................................................................................................................5

Copier/PrinterInstructions ............................................................................................................7

1.RecordKeepingandFiling ...........................................................................................................8

2.TeachingPractice.........................................................................................................................9

2.1TeachingPracticePoints........................................................................................................9

2.2Whenyouarenotteaching–‘TPEtiquette’ .......................................................................10

2.3TeachingPracticeFeedback ................................................................................................12

2.4TeachingPractice:TheFocusofFeedback ..........................................................................14

2.5ThePhonemicChart ............................................................................................................16

2.6LessonplansandLanguageAnalysissheets ........................................................................18

2.6.1LessonPlanFrontPage .................................................................................................19

2.6.2AdviceforWritingyourLessonPlan.............................................................................21

ProcedurePageofLessonPlan……………………………………………………………………………….25

2.6.3LanguageAnalysis–Grammar(ExampleandAdvice) .................................................27

LanguageAnalysisSheet–Grammar.....................................................................31

2.6.4LanguageAnalysis–Functions .....................................................................................33

2.6.5LanguageAnalysis–Vocabulary(Example)..................................................................35

LanguageAnalysisSheet–Vocabulary ..................................................................37

2.7ObservationTasks................................................................................................................39

FocusontheLearnerAssignment .........................................................................................44

“Being”astudent...................................................................................................................45

Studentinvolvement .............................................................................................................46

ActionPoints..........................................................................................................................48

StagingandAims ...................................................................................................................49

ErrorCorrection .....................................................................................................................50

MaterialsandResources. ......................................................................................................51

Questionsfortheteacher......................................................................................................52

UsingtheBoard .....................................................................................................................53

TraineeProgress ....................................................................................................................54

Goodcopbadcop..................................................................................................................55

ExternalObservationofExperiencedTeacher ......................................................................57

2.8Self‐ReflectionSheets(9) .....................................................................................................59

3.Assignments...............................................................................................................................77

3.1LanguageSkillsRelatedTask………………………………………………………………………………………….79

3.2FocusontheLearnerTask……………………………………………………………………………………………..83

3.3LanguageRelatedTask ........................................................................................................91

3.4LessonsfromtheClassroom..............................................................................................100

4.TheFinalResult........................................................................................................................105

5.CenterComplaintsProcedure .................................................................................................106

6.GlossaryofESLTerms ..............................................................................................................107

7.CELTA‐SpecificGlossary ...........................................................................................................116

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OntheOtherSideoftheDoor

Ontheothersideofthedoor

Icanbeadifferentme,

Assmartandasbraveandasfunnyorstrong

Asapersoncouldwanttobe.

There’snothingtoohardformetodo,

There’snoplaceIcan’texplore

Becauseeverythingcanhappen

Ontheothersideofthedoor.

Ontheothersideofthedoor

Idon’thavetogoalone.

Ifyoucome,too,wecansailtallships

Andflywherethewindhasflown.

Andwhereverwego,itisalmostsure

We’llfindwhatwe’relookingfor

Becauseeverythingcanhappen

Ontheothersideofthedoor.

‐‐JeffMoss‐‐

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GeneralInformationCoursetimes

Thecoursetakesplacefrom9.00am‐5.00pmMon‐Fri.Youareexpectedtoattend100%ofthecourse.

CourseStaff

• Tutors:SeeTPschedule

• CenterDirector:DavidCharnaud

• DirectorofTeacherTraining:LizzyAdams

• DirectorofEnrollment:TessavandenHout

• AnexternalassessorrepresentingCambridgeESOLwillassessthecourse.

ContactInformation

• TeachingHouseOffice:(212)732‐0277Mon‐Fri8:30am‐9:30pmSat10am‐4.30pm

Rooms

• Guidedlessonplanningandinputsessionstakeplaceinyourbase/inputroom.

• TPtakesplaceindifferentrooms.Pleasebesuretocheckeverythingyou’llneed(board

markers,erasers,clocks,CDplayersetc.)isintheclassroominadvanceofthelesson.

• Ifyouremovechairsoropenwindows,pleasemakesureyoureturnthem/closethemafterthe

class.

• Ifyourequireaprojectororalaptop,askyourtrainertosignthisoutforyou.

• Security:Keepyourvaluableswithyouatalltimes.

Schoolopeningandclosingtimes

• Theschoolisopenfrom8:45am‐5pmMonday‐Friday

Equipment• Whiteboards

• CDplayersareavailableforeachclassroom

• Overheadprojectors(OHPs),digitalprojectorsandlaptopscanbesignedoutforyourlessons.

Youareresponsibleforreturningtheseafteruse.

• Wirelessinternetisavailable.Askyourtutorsforthenetworknameandpassword.

Stationery

Thefollowingareavailableinyourclassroomsandinthepreparationarea.Ifyouneedadditional

supplies,pleaseaskatthefrontdesk.

‐Whiteboardmarkersandchalk ‐Glue

‐Boarderasers ‐White‐out

‐Scissors ‐Holepunch

‐Papercutter ‐Staplers

‐Paperclips ‐Coloredpaperandcardstock

Photocopiers

• Wehaveaphotocopierfortraineeaccess.Itisunderhighdemand,sodon’twaituntil5minutes

beforeyourlessontomakecopies.Also,pleasebesensitivetoteacherswhosecopyingneeds

aremoreurgent.

• Photocopiesfrompublishedmaterialsmustbefullyacknowledgedandincludedoneachcopy

forstudentslikethis:

• authors,year,coursebookname,publisher,pagenumber

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BooksandMaterials

• Thecupboardsinthepreparationareahavetherecommendedbooksforthecourse,reference

booksandpracticeactivitybooks.Thesecanbecopiedfrombutshouldnotleavethepremises.

• Weprovideyouwithcoursebookstoteachfrom.Youwillhavetophotocopy(andreference)the

materialforyourstudents.Youwillsignoutandineachcoursebookandyoumustreturnall

materialsattheendofthecourse.Youareresponsibleforthebookthatyouareassigned

(teacherAforcoursebookAetc.)andwillbechargedafeeforlostordamagedbook.

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Copier/PrinterInstructionsTeaching House provides its CELTA/DELTA candidates with their own printing/photocopying

facilities to help with lesson and assignment preparation. You can access the printer in two ways:

1) Save your work to .pdf file and use the direct print option on the Brother printer.

2) install the relevant driver on to your lap top computer and print directly from there.

Please keep your copying and therefore your impact on the environment to a minimum by following these guidelines:

• Use double sided (duplex) printing if possible:

1) Click the duplex button and use 2) Scan your first page by clicking start:

the arrows to select 1sided-2 sided:

3) Click OK to copy your second page: 4) Place your second page then click ok

again:

5) You can keep adding further pages by clicking ok. When you have scanned all pages, use the arrows

to select “No”. Your double sided handouts should now print.

• Selectthepartsofthepageyouneedandsharecopieswithyourcolleagues.

• CLOSEthelidofthecopierwhenitisnotinusetosavethebulb.

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1.RecordKeepingandFiling

Youareresponsiblefortwoitems:

1. PersonalBinder

Keepallofyourownnotesandhandoutsfrominputsessionsinthis.Itisyourprivate

binderandwillnotbeassessedbythetutorsorCambridge.Organizeitasyouseefit

andinawaythatyoucaneasilyaccesstheinformationyouneed.YouwillgetaLOTof

handoutsfromus.

2. Portfolio

Youmustkeepeverythinginthisbinderthatwillformyourofficialassessmentbythe

tutorsandtheexternalassessor.Attheendofthecourse,theportfoliowilleitherbe

handedinandkeptbythecenterforoneyearorsenttoCambridgeintheUK

(Cambridgeregulations).Ifyouwanttokeepanything,you’llhavetomakecopies.Keep

thefollowingintheportfolio:

• YourblueCELTA5courserecordbooklet

• Yourlessonplans,yourtutor’swrittenfeedback,materialsandself‐evaluation

(all4inoneplasticsleeve)

• Your4markedwrittenassignmentswithtutorfeedbacksheets

• NB:Thisportfoliocannotleavetheschool.Itmuststayinthewoodencupboard

inHQ.Alarmsgooffifitleavestheschool!

3. TheCELTA5Thisbluebookletisalegaldocumentandservesasyourofficialrecordofparticipationonthe

course.Youmustrecordinit:

• Anyabsencesyouhaveduringthecourse(shouldbenone!)

Totalcoursehours=120

• Observationsofexperiencedteachers(liveandDVDobservations)

• Yourassessedteachingpractice‐requirestutorsignature

• Writtenassignments

• Progressreportsandtutorials

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2.TeachingPractice

2.1TeachingPracticePoints

Forthefirststageofthecourse,yourtutorswillbeprovidingyouwiththeaimsforyour

teachingpracticetogetherwithanoutline(eitherverbalorwritten)ofhowtogoaboutit.

Thesearecalledteachingpractice(TP)points.

Youwillgraduallybecomemoreself‐reliantasthecourseprogressesandyourabilitydevelops.

Weaimforyoutobereasonablyindependentbytheendofthecourse,butsinceyouareall

individuals,youwilldothisatyourownspeed.Pleasebearinmindthatit’snotconstructiveto

compareyourselftoyourpeersintermsofindependencewithlessonplanning.

Insomecasesyoumaybefollowingonfromanothertrainee’slesson,soyouwillneedtoliaise

verycarefullyattheplanningstageandrememberthatteamworkisanessentialpartofthe

CELTA.However,sometimesyourlessonswillbediscrete.Pleaseremembertotellyourpeers

thissothereisnoconfusion.

Youwillbemakingyourownteachingpracticepointsforthefinalstageofthecourse.Your

tutorswillgiveyouhelpwiththiswhenthetimecomes.

TPpointsareintendedasguidelines.Whilewewantyoutoinnovateandbecreative,always

discussanydifferentideasyouhavewithyourtrainertocheckthatyouareonthecorrectpath

topassCELTA,asweareassessingyouaccordingtoCambridgeESOLcriteria.

Althoughthetutorswilltrytoensurethisdoesn’thappen,pleasetellthemifyoufeelyouhave

donethesamekindoflesson(e.g.readingskills)anumberoftimesandhavemissedouton

otherkindsoflesson(e.g.test‐teach‐test,text‐based,listeningskills,etc.).Itisimportantthat

everyonehasexperienceofteachingdifferentkindsoflessonoverthefourweeksofthe

course.

Coursebookreferencesaregiventohelpyouwithideas.Oftentheseneedtobeadaptedto

suityourstudents:forexample,talkingaboutBrighton,BondiorBrooklynmightnotbe

relevanttothem.Youshouldadaptthecoursebookmaterialasnecessary.Ofcourse,youmay

ultimatelydecidetorejectthecoursebookmaterialcompletely.Asthecourseprogressesand

yougainconfidence,wewillencourageyoutoadapttheideasinthecoursebookandeven

designyourownmaterialsandtasks.However,youwillnotberequiredtodothisanditisfine

ifyoudecidetousematerialsandtasksstraightfromthecoursebookorasupplementarybook

aslongastheymeettheneedsandinterestsofthestudents.

Itisessentialthatyouplanyourlessonandhavequestionsreadyforyourtutoradayormore

early.Thismeansthatyouwillhavetheeveningofthatdaytotakeintoaccountthetutor’s

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suggestionsonyourlessonandmakeanychanges.Ifyoudon’tcomepreparedthedaybefore

youteach,thenyouaremakingitdifficultforyourtutortohelpyousinces/hehastoweighup

beingconstructiveinaidingyouagainstunderminingyourconfidence.Helpyourselfbyallowing

yourtrainertohelpyou.Therefore,planaheadandbesuper‐organized!

Watchthetime!Ifyourunover,youcreateproblemsfortheothertraineesinyourTPgroup.

Also,thestudentswillgettiredandloseinterestiflessonsgoonpastthetwohoursallottedfor

them.Yourlessonisactuallyassessedontheallottedtime;timetakenafterthiswillcount

againstyouratherthanforyou.Ifyounoticethatyouarerunningoutoftimeatanystageof

thelessonandwon’tgetthroughallofyourplan,youwillneedtomakeateachingdecision

aboutwhattoshortenorcut.Attheendofthelessonavoidoverrunningtogetanactivity

finished,asitwon’tactuallygetyouahighergradeforyourlesson.

Itisnormaltofeelnervouswhenteachinginfrontofothers.Itwillhelpagreatdealifyouput

thestudentsfirstandconsiderhowbestyoucandealwiththeirfeelingsofinadequacyand

insecurity,lackofcomprehension,etc.(i.e.whatyoumaybefeeling!).Thiswillalsohelpto

developyoursensitivitytowardsstudents,whichisonemarkofagoodteacher.

2.2Whenyouarenotteaching–‘TPEtiquette’

Teachingpractice(TP)isalargecomponentoftheCELTAcourseandprovidesyouwiththe

experienceofbeingateacherintheclassroom.Bythetimethecoursefinishes,ifyou’veused

thisexperiencewisely,you’llfeelcomfortablebeinginaclass,aroundstudentsandteaching

English.

DuringTP,you’llspendsometimeteachingbutthemajorityofthetimeyou’llbeobserving:

observingtheteacher,observingthestudents,observingmaterialsinuseandobservinggood

(andbad!)useoftheboard.Theseobservationsthenformthebasisfordiscussionsduring

feedback.

Tohelpyoumakethemostofyourtimeobservingclassesandtoensurethatyoudon’tdisrupt

theteachersand/orstudentsduringalesson,we’veputtogetherthefollowinglist.Ifanything

onthislistisunclear–askyourtutorforclarification!

1. Whenyouarenotteaching,yourtaskistocompletethatday’sTPobservationtaskand

totakenotesonyourfellowtrainees’teaching.Youwillneedthisinformationtogetthe

mostoutofTPandtocontributetofeedbackafter.

2. TPisnotthetimeforfuturelessonpreparation,otherunrelatedworkorsleeping.

3. Leavingtousetherestroomisfinebutnothingelse.Makingcalls,photocopying,buying

drinks,etc.needstobedonebeforeorafter(butnotduring)TP.

4. Ifyouneedtoenteraclassroomwhenaclassisunderway,itiscourteoustostandby

thedoorquietlyuntilthelessonhasreachedaconvenientpointtogettheteacher’s

attentioni.e.thestudentsaredoingaspeakingactivityortheyaregettinguptochange

seats.ItisthenOKtoquietlyasktheteacherifyoumayentertheroom—thoughthe

teachermaydeclineifitisnotappropriate.

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5. Duringlisteningactivitiestryyourhardestnottomakeanynoise—thisgoesforthe

teacheraswellasthetrainees.Donotflipthroughanybindersorbooks,gotothe

restroom,ortalktoyourfellowtrainees.

6. Talkingwithothertraineesisfineifitdoesnotdisrupttheclass.Thus,iftheSsare

engagedinaspeakingactivitythentalkingwithothertraineesisacceptable.WhenSs

aresilentandtheteacheristalkingyoushouldalsobesilent.

7. Drinkingandeatingarefineousideofclasshours.Ofcourseyoumaydrinkwateratany

timebutsnacks,coffee,mealsetc.shouldbeconsumedoutsideofclasstime.

8. Avoidtalkingtothelearnerswhileothersareteaching.Youaretheretoobserve.If

there’saproblemwiththeSsthentheteachershouldsortitout.Thisispartof

teaching.

9. Donotcorrectyourfellowtraineeswhiletheyareteaching.Youronlyjobistoobserve.

Donottalktoyourtrainereither.Theyareprobablybusy.

10. Don’tuseyourcellphoneorcomputerforanyreasoninclass.

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2.3TeachingPracticeFeedback

AfterTP,thereisfeedbackonthelessonsthatweretaughtthatday.

• ThosewhotaughtfillinSelf‐Reflectionsheets(Handbook2.8)abouttheirownlessons.Theabilityto

reflectonandevaluateyourownteachingisanessentialrequirementofthecourse.Importancewill

begiventotheclarityofyourcriticalevaluationofwhathappenedintheclass,i.e.whatwentwell,

whatwentnotsowell,why,andhowyoumightdothingsdifferentlyasecondtime.

• All theday’s lessonsarediscussed ina group setting. Youwill beexpected toevaluateandmake

constructivecommentsonyourownandyourcolleagues'teaching.

• Thosewhotaughtarealsogiventhewrittencommentsofthetutorwhoobservedthelesson.

Whilefeedbackaimstobeconstructiveandsupportive,itwillsometimesbenecessaryforthe

tutortobeexplicitabouttheareasthatyouneedtoworkon.Asthisisacourseinwhichyou

havetoputintopracticewhatyoulearninordertomakeprogress,itrequiresyoutobeableto

apply the information that you get in feedback to subsequent lessons. It is therefore very

important that you be open to feedback, flexible in your approach and not defensive. Each

lessonshouldn’tbeviewedasanexamofwhatyou’velearnedsofarbutachanceforustotell

youhowyoucandothingsbetternexttime.

As well as reminding yourself of this, it is important to keep your sense of perspective.

Occasionally people manage to convince themselves that the tutor’s comments have

concentratedmoreontheirweaknessesthantheirstrengths.Thetutormayindeedhavesaid

andwrittenmoreabout your lesson’sweakpointsbecause it ishelpful toexplainwhy there

wasaproblemandhowitcouldberectifiedwhereasrecognitionforsomethingthatwentwell

mayonlyrequireafewwords.However,youshouldnotfeelthatjustbecauseitisbriefer,the

praisecarrieslessweight.Actuallyitcarriesmore!

Becausethecourse isshortanddevelopmenttime limited,thecoursetutormayon‐occasion

havetotellyou insomanywordsthata lessonwasnotapassstandardforthisstageofthe

courseandwhy.Somepeoplefindthisratherbrutal.Pleasebearinmindthatthealternative

would be to focus exclusively on positive comments and then at the end of the course

announceoutoftheblue,"Nicetry‐but,actually,youfailed"! Thetutorshavetotellyou if

thingshavenotgoneright,andwhy,sothatyouknowwhereyouareinyourprogressandcan

seewhatyouneedtodoinordertogettowhereyouneedtobe.Pleasetrytorememberthat

thecoursetutorsareonyoursideandgenuinelywantyoutopassthecourse!Ifyoufeelupset

oraggrievedinanyway,talktothetutors.Neverleavefeelingupset.Wewanttotalktoyou

andhelpyou.

In general, you will also find the course more rewarding if you both avoid adopting a

competitive “grade‐focused” attitude and have realistic expectations of yourself. If you have

never taughtbefore, there isnopoint in comparingyourselfunfavorablywith someonewho

has, forexample.Norwill your tutorsbedoing this! If youareanexperienced teacher, then

focusontheareasinwhichyouwanttodevelop.Thischangewillbeachallengeforyou.Rise

to this challengeand forgetnegative feelings.Everyone isaware thatyouhavealreadybeen

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teachingforawhile,sodonotletthisfactimpairyourlearningexperience.Letitaddtoitand

showusyoucandevelopfurther.Inotherwords,don'tgetstuckinthemud.

Ifoneofyourlessonsdoesn’tgosowelloritisbelowstandard,thenitisveryimportanttosee

thisinthecontextofthefourweeksandnotbroodoverthisonelesson.Ifyouareworried,talk

toyourtutor.Belowstandardlessonsarepartofthelearningexperience.Learnfromthemand

improve.Youhavemadeamistakebuttakeitasapositivelearningexperience.Weallgetit

wrongsometimes.

Finally,useevery lessonasa learningexperience. Takenoteseverydayabouttheareasyour

tutor expects you to improve on and act on this the next day. Outline these points in the

“personal aims” section of your next lesson plan’s cover page. If you do not know how to

incorporatethese ideas,askyourpeersandtalktoyourtutor. Youmustunderstandwhat is

expectedofyoutodevelop.Donotbeshy!

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2.4TeachingPractice:TheFocusofFeedback

StageOne:TP1and2

• Rapport

• Management(instructions,groupingstudents,eliciting,feedback)

• Awarenessofselfandstudents

• Useofwhiteboard

• Gradedlanguage

StageTwo:TP3,4,5

• Completionofsufficientlanguageanalysis

• Student‐centeredactivities

• Provisionoflanguagepractice

• Conceptchecking

• Contextualizationoflanguage

• (ContinualfocusonStage1aspects)

StageThree:TP6and7

• Achievementoflessonaims

• Awarenessoferrorsandcorrection(languageandphonology)

• Balanceandvarietyofactivities

• Student‐centeredcorrection

• Monitoringanddealingwitherrors

• Selectionoflanguageitemsbasedonstudents’needs

• (ContinuedfocusonaspectsofStages1&2)

StageFour:TP8and9

• Planningandpreparingindependently

• Selectsuitablepresentationmethod

• Pacingandtiming

• (IncludingaspectsofStages1,2,and3)

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2.6ThePhonemicChart

HereisthephonemicchartthatweuseatTeachingHouseandthatyouwillbeusingonthe

CELTA.Itishelpfulasitencourageslearnerindependence(theycanlookupthepronunciation

ofawordinthedictionary),helpsvisuallearnerswiththeirpronunciationandhelpsteachers

provideawrittenpromptforlearnerswhentheyreviewtheirnotesfromclass.

ThischartwasdesignedbyAdrianUnderhill,

basedonsoundsfromtheInternational

PhoneticAlphabet.TheIPAcontainssymbols

todescribeprettymucheverysoundinevery

languageintheworld.Underhillselected

thosesoundswhichareusedinEnglishand

organizedthemintothischart.Thisoneis

basedonAmericanEnglishandistheone

thatyourtutorswilluse.

ThechartbelowisbasedonEnglishfromtheUKandrecentlyhasbeenthestandardinEnglish

languageteachingmaterials.Thereareonlyafewdifferencesandalloftheseareinthevowels

anddiphthongcategories.Theconsonantsoundsareidenticalasyoucansee.

Someusefulwebsites:

Anapptopracticeandlearnthesounds:

http://www.onestopenglish.com/skills/pronunciatio

n/phonemic‐chart‐and‐app/

TotypethencopyandpastephonemesintoWord:

http://www.e‐lang.co.uk/mackichan/call/pron/type.html

1 the colon symbol indicates a longer sound. This is optional in the US chart and is located next to the crisscross

arrows at the top right.

USchart UKchart

40

sounds

44sounds

Someexamples

ofdifferences

USchart UKchart

flu /flu/ /flu:/1

early /ɜʳ li/ /ɜ :li:/door /dɔr/ /dɔ :/

hot /hɑt/ /hɒt/

car /kɑ:r/ /kɑ:/pure /pju:r/ /pjʊә/

ear /ir/ /ɪә/

pair /per/ /peә/

soap /soʊp/ /sәʊp/

18

2.7Lessonplans

Therearevariousdocumentsassociatedwithplanningalesson.Youwillbeguidedthrough

exactlywhateachrequiresduringthecoursesothefollowingisjustanoutlineofwhatyou

needtosubmitbeforethelesson.

1)Alessonplancoverpage.Thisgoesonthetopofyourplanandhelps

distinguishyourmainaimsforthestudentsforthatlessonaswellashelpingyouconsider

whichaspectsofyourteachingyouwillbeworkingon,thematerialsyou’lluse,whattheboard

willlooklikeandhowyou’llengageyourstudentswiththelesson.Italsocontainsasection

called“anticipatedproblemsandsolutionswithskillsandclassroommanagement”.Thisis

whereyoushouldnotedownanypotentialproblemstheremightbeinareassuchas

instructions,seating,timingetc.andwhatyou’lldoiftheyarise.It’salsowhereyoucannote

downanyelementsofskillsworktheymightfinddifficulte.g.thelengthofatext,cultural

issuesassociatedwiththetopics,etc.

2)Alessonplanprocedurepage.Thisisanaccountofthevariousstagesofalessoninorder

andwhatwillbehappeningintheclassroomatanyonepoint.Foreachstageyouneedto

specifywhatyouandthestudentswillbedoingandhowyou’llsetthisup(procedure),and

outlinewhy(aims).Therearealsocolumnsforyoutoanticipatehowlongeachstagewilltake

(timing),specifywhowillbeworkingwithwhomateachstage(interaction),andacolumnfor

thetutor’scomments.

3)Alanguageanalysissheet.Ifyou’reteachingagrammarorvocabularylesson,you’llneedto

researchthatareaoflanguagethoroughlysothatyoucanconveyandcheckthemeaning,form

andpronunciationofthatlanguagesuccessfullyandsothatyoucanansweranyquestions

studentsmayhave.Ifyou’reteachingareceptiveskillslessonyouwillalsoneedtoconsider

whathowyouwillconveythemeaning,formandpronunciationofanytrickyitemsof

vocabularythatoccurinthetext.Belowareexamplesofagrammaranalysissheetanda

vocabularyanalysissheetforyourreference.

Alldocumentscanbeaccessedonlinebyloggingintowww.myteachinghouse.com

Thedetailsareemailedtocandidatespriortothecoursestartdate.

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2.6.1LessonPlanFrontPage

LESSONPLAN

Name:

Date:

Week:

Lessonnumber:

Lessontype:

Level: Lengthoflesson: Numberofstudents:

LessonAim(s)Specifyyourmainaimsandsub‐aims,includinganytargetlanguageyouaimtoclarify

Bytheendofthelesson,studentswill(havelearned/reviewed/practiced/developed…)

Inthefollowingcontext:

Materials(Whatyouwillneedinthislesson)Writetitle,author,year,publisherandpagenumberhereandonallyourcopies/handouts.

LanguageAnalysis:

Ihavecompleteda)alanguageanalysissheet(grammar)

(pleasecheckb)alanguageanalysissheet(vocabulary)

allthatapply)c)alanguageanalysissheet(functions)

Trainer’scomments:

Pointstoworkon(actionpoints):

Commentsonthelessonplanandlanguageanalysis

ThislessonwasBELOWATABOVESTANDARDforthisstageofthecourse

Tutor_____________________________Signature________________________

Tutor: Sufficient analysis: Yes No N/A

Tutor: Sources acknowledged: Yes No N/A

Tutor: Appropriate lesson aims? Yes No

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AssumptionsWhatdoyouexpectthestudentswillalreadyknowaboutyourtargetlanguage/contentofyourlesson?

Anticipatedproblems(skillsandclassroommanagement–NOT

language.E.g.problemswithtiming,grouping,instructions,topics,

logistics,etc.)

•

•

•

Solutionstotheseproblems:

•

•

•

PersonalAims‐Whatactionpointsfromyourpreviouslesson(s)

areyouworkingon?

•

•

•

Wherearetheseonyourlessonplan?

•

•

•

BoardPlan:Ateachstageofthelessontheboardwilllooklikethis:

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AdviceforWritingyourLessonPlan

Name:

Date:

Week:

Lessonnumber:

Lessontype:

Level: Lengthoflesson: Numberofstudents:

LessonAim(s)Specifyyourmainaimsandsub‐aims,includinganytargetlanguageyouaimtoclarify

Bytheendofthelesson,studentswill(havelearned/reviewed/practiced/developed…)be able to… have reviewed/clarified and practiced… have developed… etc. Specify your main aim and any sub-aims FOR STUDENTS – i.e. how their language ability will be improved.

Inthefollowingcontext:Specify the topic of the lesson (the “real life” topic, e.g. “money”, “crime”, “the environment”(not the target language or skill)

Materials(Whatyouwillneedinthislesson)Writetitle,author,year,publisherandpagenumberhereandonallyourcopies/handouts.Reference your materials here as well as on your handouts.

You could list other materials you’ll need to remind yourself.

LanguageAnalysis:

Ihavecompleteda)alanguageanalysissheet(grammar)Theboxesontherightareausefulreferencefortrainersasthey

(pleasetick)b)alanguageanalysissheet(vocabulary)reviewyourportfolio.Makesuretheyprint!

c)alanguageanalysissheet(functions)

Trainer’scomments

Sorry, you can’t write your own comments!

Pointstoworkon(actionpoints)

If you type your lesson plan, try to keep the formatting the same. Delete any blank lines in the Aims/Materials/Language Analysis boxes above to make sure there’s sufficient room for the trainer to write their comments here. The Tutor signature MUST fit on the first page.

Commentsonthelessonplanandlanguageanalysis

ThislessonwasBELOWATABOVESTANDARDforthisstageofthecourse

And sorry, you can’t grade it yourself either!

Tutor_______________________________Signature_____________________________(thisMUSTfitonthefirstpage)

Tutor: Sources acknowledged: Yes No N/A

Tutor: Sufficient analysis: Yes No N/A

Tutor: Appropriate lesson aims? Yes No

22

AssumptionsWhatdoyouexpectthestudentswillalreadyknowaboutyourtargetlanguage/contentofyourlesson?

This should include what they WILL know. Anything you assume they WON’T know is an anticipated problem and should be recorded below or on your Language Analysis sheet.

AnticipatedproblemsAnticipatedproblems(skillsandclassroom

management–NOTlanguage.E.g.problemswithtiming,grouping,

instructions,topics,logistics,etc.)

Things like :

• Timing. Is your lesson likely to run • Grouping / seating of Ss. Could they speak their

native language togther? Do any personalities clash?

• Cultural issues. Could anything be sensitive or potentially offensive?

• The topic of the text. Is it interesting? Is it appropriate to the learners?

Solutionstotheseproblems:

• Be specific about how you’ll fit your lesson into the time – what specific activities will you shorten/speed up? Be sure to leave time for your main aim!

• How will you make sure students are grouped appropriately?

• How will you deal with culturally sensitive issues? • How will you make the text more

interesting/appropriate?

PersonalAims‐Whatactionpointsfromyourpreviouslesson(s)

areyouworkingon?• List at least 3 suggestions that your trainer made

from your previous lesson. You can copy them

directly if you like. You can incorporate your own

personal suggestions and those of your peers too if

you like.

• For example: I need to ask focused and clear

questions to check the meaning of target language

(CCQs).

• Example 2: I need to make my lesson more student-

centered by integrating more individual and

pair/group work.

Wherearetheseonyourlessonplan?

• Show evidence here that you have tried to incorporate

advice from your trainer and peers into your lesson plan.

• I have planned these on my language analysis sheet and

put them on my procedure to remind myself.

• I have checked my interaction column to make sure there

is S and S<>S work at every stage. I have also noted in

my procedure when I am going to have Ss work together.

BoardPlan:Ateachstageofthelessontheboardwilllooklikethis:

Never underestimate the impact of your board work! Planning it carefully can help you fit everything on, make sure students have a visual record of everything they need to and make sure that students can refer to relevant information at appropriate times (e.g. the form of a new tense from the presentation stage as they’re doing the controlled practice).

Use this box to map out where everything will go. E.g. new vocabulary, answers to exercises, visuals, visual record of form, etc.

25

Trainer’scomments

Procedure

Stage&

aim

Interaction

Tim

e

26

Trainer’scomments

Procedure

Stage&

aim

Interaction

Tim

e

27

2.6.3LanguageAnalysis–Grammar(EXAMPLE)

Name……………….…… Date………………..……….. Lesson #........……... Complete this sheet for all grammar lessons that you teach.

Languageareaanduse:Whatisthegrammaticalstructureyouintendtoteachandhowis

it/aretheyused?Forexample;modalsofdeduction,presentcontinuousforfutureuse

Have something done (also called “causative have”)

Targetlanguage:provideexamplesentencestoillustrateeachstructure(fromthematerialyou

willuseintheclass)

I’m going to have my house redecorated

I’m having my door repaired

Focusonmeaning:Whatdoesthetargetlanguagemean?Whatisitusedfor(e.g.todescribeapast

habit)?HowwillyouCONVEYANDCHECKthemeaningofthetargetlanguageanditsuses?(Pleaseinclude

allconceptquestionsanddrawanytimelinesetc.thatyouintendtouse).Makesureyourtargetlanguageis

conveyedthroughaspecificcontext.

This structure means that someone else does something for you. You do not do it yourself. I’ll convey meaning through the 2 cartoons from the coursebook, one of a woman with paint brushes ready to decorate and one of a person pointing to the yellow pages, obviously looking for professionals to redecorate her house. I’ll have Ss match the speech bubbles (“I’m going to redecorate my house” and “I’m going to have my house redecorated”) to the correct cartoon. To check meaning I’ll ask “in the first cartoon, is the woman going to do the work?” (YES) “in the second cartoon, is the woman going to do the work? (NO) “who is going to do the work? (maybe a painting and decorating company). “will she pay?” (YES –probably)

Potentialproblemsandsolutions:Meaning

P1: Ss may think the action is done by the subject S1: clarify using CCQs (did (the subject) do the action?” NO P2: Ss may confuse “have” with its lexical meaning of “to possess” (a state) S2: if this problem arises ask “is this an action or a state? Action. P3: Ss may think that because we use the past participle this structure always refers to the past. S3: Refer Ss to the model of the form and the example “I’m going to have my house redecorated” (on their handout) and use the following CCQs “does this refer to the past, present or future? (Future). after the object what is the verb form? (Past participle). Does this mean it’s connected with the past? (NO) so what changes the tense, the past participle or the tense of have? (the tense of have)”

28

Focusonpronunciation:Includeanyrelevantword/sentencestress,contractions,intonation,weakforms,etc.

withphonemictranscriptofkeywords.

oOo

/hævmaihausri:dekӘreItId/= have my house redecorated.

The main stress falls on the object (in this case ‘house’. Have is usually the subsidiary stress.

Potentialproblemsandsolutions:Pronunciation

P1: Ss may have been told not to stress “have” when it’s used as an auxiliary verb. In this structure ‘have’ is stressed. S1: Highlight the sentence stress over the example sentence on the board. Model correct pron and use choral and individual drilling. P2: Pronunciation of regular past participles (ending with –ed) as /ed/ when they should be /t/ (for verbs ending in unvoiced sounds) /d/ (for verbs ending in voiced sounds) and /Id/ (for verbs ending in /t/ or /d/) S2: highlight /t/, /d/ or /Id/ sound on the board, model and drill.

Focusonform:Whatisthebreakdownoftheform—asitwillappearonWB/Handout?Includeallkeyelements. Subj + have + object + past participle e.g. had (past simple) be going to have etc.

Potentialproblemsandsolutions:Form

P1: Ss may struggle to remember some irregular past participles. P2: Ss may invert the object and verb (I had painted my house) S1&2: Monitor during spoken and written practice and conduct delayed correction, eliciting the correct form from Ss. If the error is made whole class, correct on the spot (as it is the TL) First I’ll indicate there’s an error (facial expression, repeating error, using fingers etc.), encourage S to self correct, other Ss to peer correct or provide correction P3: Ss may have come across the contracted form of have when it’s used as an auxiliary verb (I’ve, he’s etc.) and may over generalize and think you can use it here. (E.g. I’ve my house painted) S3: During the presentation stage I’ll ask “Is have an auxiliary or is it the main verb? (Main verb) Can we say “I’ve my hair cut every month”? No

IntroducingLanguage:Whichwayofintroducinglanguagewillyouuse?Text based presentation, guided discovery

29

ADVICEforCompletingyourGrammarAnalysis

Name…………………………….……Date………………..………..Lesson#........……...

Complete this sheet for all grammar lessons that you teach.



The book often gives you the name of the structure. Use the grammar reference at the back of the book/ Swan to distinguish its use


willuseintheclass)

Give one example for each structure that you’re teaching. Use the ones from your lesson. Don’t make up random examples plucked from obscurity!





• Make sure you describe what the structure means. • You MUST include CCQs. You MUST draw timelines if it relates to time. • Is the structure presented in context in the book? If so, it’s often easier and more effective to use this

context than invent your own. If it’s a text based presentation, consider how you’ll raise interest in the TOPIC (not the language itself).

• Include aspects of appropriacy/formality if relevant.


If you don’t have teaching experience you’re going to have to use your logic/common sense/empathy with students.

• Which elements of meaning could logically cause problems? • Could the structure’s meaning be ambiguous depending on the situation? • Are there any similar structures with a different meaning that could confuse students? • How can you integrate solutions to these problems into your lesson? For each problem, specify how.

Some you may want to address proactively, some you may only address if they arise.

30


withphonemictranscriptofkeywords.• You must write the relevant parts of the structure in phonemic script. Use the chart provided by

Teaching House. • Mark which words are naturally stressed in the sentence. • Include arrows for intonation if relevant. • No need to write the entire sentence, just the relevant part. E.g with the above future perfect

example, I’d transcribe “I will have gone” - /aɪwɪləvgɑn/ NOT “I will have gone to Rio de Janeiro by the time he calls me”.

• Think about how you say it in natural, connected speech NOT word by word. In this case we usually

drop the /h/ and ‘ve becomes a weak form: /wɪləv/ = will have (or will’ve)


• Look at the phonemic transcription and think: does the structure sound the same way it looks? (this

is English – it probably doesn’t!) • Will students stress words which shouldn’t be stressed? (hint: weak forms are ALWAYS a

problem!!) • Do we omit any of the sounds in natural speech (elision)? • Will intonation affect the students’ meaning? (hint: if you’re teaching functional language,

intonation is one of the main issues) • How can you integrate solutions to these problems into your lesson? For each problem, specify how.`

Focusonform:Whatisthebreakdownoftheform—asitwillappearonWB/Handout?Includeallkeyelements.

• What are the parts of the structure itself? What about negative and question forms? • What is the form of the surrounding language? • Are there alternative ways to structure the sentence? (E.g. contractions?) • If the part of the structure never changes, write the word itself. If it changes then use the

grammatical terminology. E.g. Future perfect: I will have gone. I -(use terminology because it changes) (subject) Will -(use word itself because it’s always ‘will’) (will) Have -(use word itself because it’s always have) (have) Gone – (Use terminology because it changes) (past participle) Subj + will + have + past participle


• Are there any parts of the structure that students may omit? • Are there any parts of the structure that students may replace with other similar words? • Could students add words to the structure incorrectly? • Can the structure be contracted? If so, is it obvious what the contraction stands for? • Are there any difficulties with spelling? • How can you integrate solutions to these problems into your lesson? For each problem, specify how.

Again, some you may want to address proactively, some you may only address if they arise.

IntroducingLanguage:Whichwayofintroducinglanguagewillyouuse?Text based? Test-teach-test? PPP? Guided discovery? Situational presentation? These are the only options really. Use your knowledge, Section 2.5 of this handbook and notes from input to know which it is. If in doubt, ask.

31

LanguageAnalysisSheet–Grammar

Name………………….…… Date………………..……….. Lesson #........……... Complete this sheet for all grammar lessons that you teach.




willuseintheclass)






32


withphonemictranscriptofkeywords.


Focusonform:Whatisthebreakdownoftheform—asitwillappearonWB/Handout?Includeallkeyelements.


IntroducingLanguage:Whichwayofintroducinglanguagewillyouuse?

33

2.6.4LanguageAnalysis–Functions

Completethissheetforallfunctionallanguagelessonsthatyouteach.

Name

Date Lesson#

Context:Describethecontextyouareusingtoteachthefunctionallanguage.

Formality:Describetherelationshipbetweenthespeakers/writers.

Function:Whatwillthislanguageandthereforethislessonenablelearnerstodo,ordobetter?

ExamplePronunciation(transcriberelevantpartsinphonemesandindicate

stress/intonation):

/kʌʤә/O

Exponent:Couldyouhelpmewiththis?

Form:

Could+subj+baseformofverb+?

Meaning(whatdoesitmeanandwhatfunctiondoesit

performinthiscontext?)

WhatareyourCCQs?

Pronunciation(transcriberelevantpartsinphonemesandindicate

stress/intonation):

Exponent:

Form:



WhatareyourCCQs?


stress/intonation):

Exponent:

Form:



WhatareyourCCQs?

34


stress/intonation):

Exponent:

Form:



WhatareyourCCQs?


stress/intonation):

Exponent:

Form:



WhatareyourCCQs?


stress/intonation):

Exponent:

Form:



WhatareyourCCQs?


stress/intonation):

Exponent:

Form:



WhatareyourCCQs?

35

2.6.5LanguageAnalysis–Vocabulary

Word/phrase:Rush hour Teaching

Meaning(Bespecificbutkeepitsimple.Lookinalearnerdictionary):Busy time of day when a lot of people are traveling. Trains are full of people and roads are full of cars

Anticipatedproblemswithmeaning:

Rush hour may be at different times in Ss’ countries.

Iwillconveymeaningby…Pre teach using a picture of cars bumper to bumper on a busy highway with a clock showing 8am

Solution(s):(CCQswithanswers)Is 3am rush hour? (No) is 5pm rush hour in New York? (Yes) Does it take more or less time to travel in rush hour? (more)

Pronunciation(phonemes,stress):Oo

rʌʃaƱәr/Anticipatedproblemswithpronunciation:Ss may pronounce hour with a /h/ sound.

Solution(s):

Highlight on board silent ‘h’, model and drill.

Form(Part(s)ofspeech,collocation,(ir)regularity):compound noun

Anticipatedproblemswithform:Ss may think “rush” is an adjective and say “the hour was very rush”.

Solution(s):

Clarify that it is a compound noun and record part of speech on the board. rush hour (n) OR (n+ n= compound noun) if necessary

Word/phrase: pick someone up Teaching

Meaning(Bespecificbutkeepitsimple.Lookinalearnerdictionary):to meet someone at point A (in this context, at the airport) to B (home in this context), usually in their car.

Anticipatedproblemswithmeaning:Ss may confuse it with the literal meaning (pick up a pen)

Iwillconveymeaningby…Elicit through description of a context “if I arrive at JFK and my friend meets me there and drives me home they… (from the airport)?” (pick me up)

Solution(s):(CCQswithanswers)If someone picks me up, do they meet me somewhere? (yes) do we stay there or go somewhere else? (go somewhere else) how do we usually travel? (By car – could be on foot/motorbike)

Pronunciation(phonemes,stress):

oO

/pıkʌp/Anticipatedproblemswithpronunciation:S may stress the content word “pick”, which seems logical

Solution(s):

Drill and highlight on the board with stress bubbles.

Form(Part(s)ofspeech,collocation,(ir)regularity):separable phrasal verb.

Anticipatedproblemswithform:Ss may try to put the object pronoun after the particle ‘up’. (he picked up me).

Solution(s):Tell them you can put an object noun before or after up (pick my brother up AND pick up my brother) but if it’s a pronoun it has to be put between ‘pick’ and ‘up’ (pick him up)

Word/phrase: scratch Teaching

Meaning(Bespecificbutkeepitsimple.Lookinalearnerdictionary):to try to relieve an itch usually using fingernails.

Anticipatedproblemswithmeaning:Ss may confuse scratch with itch

Iwillconveymeaningby…I’ll gesture scratching my arm and asking “what am I doing?”. Solution(s):(CCQswithanswers)Is it a good idea to scratch a mosquito bite? (no) Do people scratch mosquito bites? (yes)


/skræʧ/Anticipatedproblemswithpronunciation:consonant cluster /skr/ is likely to be difficult

Solution(s):Model, drill and highlight mouth shape. Isolate sound then build back up to the full word.

Form(Part(s)ofspeech,collocation,(ir)regularity):

(transitive) verb

Anticipatedproblemswithform:

Ss may use it without an object “I scratched”.

Solution(s):

Record it on the board in a full chunk “She scratched her leg”

36

Word/phrase: I can’t stand it Teaching

Meaning(Bespecificbutkeepitsimple.Lookinalearnerdictionary):

I hate it


Ss may think “I can stand it” =I like it.

Iwillconveymeaningby…on a cline. I’ll put ‘I like it’ on the right, point to the left and elicit “I don’t like it / I hate it” then add an X even further to the left.

Solution(s):(CCQswithanswers)Ask “Can I say “I can stand it” when I like something? No. Is it stronger or weaker than I don’t like it? (Stronger)


oO

/kæn?stænd/

Anticipatedproblemswithpronunciation:the ‘t’ disappears

Solution(s):

Drill and highlight the disappearing ‘t’ on the board by crossing it out

Form(Part(s)ofspeech,collocation,(ir)regularity):verb phrase

Anticipatedproblemswithform:modal verbs don’t operate like normal verbs so Ss may say “Do you can’t stand it?” or “I don’t can stand it”.

Solution(s):

Remind Ss of the form of modal verbs: Subj + can’t + base form of verb

Word/phrase: stuck Teaching

Meaning(Bespecificbutkeepitsimple.Lookinalearnerdictionary):Not able to move

Anticipatedproblemswithmeaning:Ss may have heard the word in other contexts (e.g. stuck on an academic matter). Ss may try to use it as a verb as in “I’m sticking in traffic” – highlight part of speech on board

Iwillconveymeaningby…Picture of cars bumper to bumper. Acting out driving and not being able to move

Solution(s):(CCQswithanswers)If it comes up then tell them it’s similar in that it means you can’t go forward. If I’m stuck, can I move? (No), can I answer the question? (No)


/stʌk/

Anticipatedproblemswithpronunciation:

confusion between stuck /stʌk/ and stack /stæk/

Solution(s):

Model, drill and highlight /ʌ/ sound

Form(Part(s)ofspeech,collocation,(ir)regularity):adjective and verb (past simple / participle of stick) Collocations “get stuck”, “be stuck”

Anticipatedproblemswithform:Ss may think that it’s a verb – the past of stick – which it is but in this case it’s an adjective

Solution(s):Ask Ss “What’s the verb form of stuck?” (Stick) and what’s the past participle? (Stuck) then write both parts of speech on the board Stuck (verb- past) (adj)

Word/phrase: traffic jam Teaching

Meaning(Bespecificbutkeepitsimple.Lookinalearnerdictionary):a line of cars which is not moving because of an accident, road works etc.


Ss may think cars in a car park are in a traffic jam

Iwillconveymeaningby…showing a picture of cars bumper to bumper

Solutions(CCQswithanswers)

Are there traffic jams on the roads in New York at 8.30am?

(Yes) Are cars moving fast when there’s a traffic jam? (No) are they moving slowly? (Yes, but possibly not moving at all)


Ooo

/træfıkʤæm/

Anticipatedproblemswithpronunciation:Ss may stress “jam”

Solution(s):

Model and drill. Clap the stress and record it on the board for visual learners.

Form(Part(s)ofspeech,collocation,(ir)regularity):compound noun. Traffic is uncountable and jam is countable

Anticipatedproblemswithform:Ss may make it plural by adding –s to traffic. Traffics jam

Solution(s):

Write an example sentence on the board “there are always traffic jams at 5pm”

37

LanguageAnalysisSheet–VocabularyWord/phrase: Teaching



Iwillconveymeaningby…

Solution(s):(CCQswithanswers)



Solution(s):



Solution(s):

Word/phrase: Teaching







Solution(s):



Solution(s):








Solution(s):



Solution(s):

38








Solution(s):



Solution(s):








Solution(s):



Solution(s):








Solution(s):



Solution(s):

39

2.7ObservationTasks

Oneimportantcomponentofthecourseisobservationofotherteachers.Thisisdividedinto

twosections:observationofexperiencedteachersandobservationofyourpeers.These

observationsareinvaluableingivingyouinsightsintonewteachingideas,classroom

techniques,presence,andalsoanidealwaytoobservethestudentsandhowtheyrespondand

work.

1)Experiencedteachers.Atotalofsixhourswillbespentobservinginthefollowingareas:

• CELTATutor–onehour

Youwillobserveyourtutorteachyourclassofstudents.Usethisasamodeltohowyou

shouldsetupyourownclasses.

• LanguageSchool–twohours

Duringthecourseyouwillspendtimeatalocallanguageschoolwatchingaclassthere.This

isagreatwaytoseeteachinginadifferentsetting.

• VideoObservation–threehours

Youwillseeaselectionofvideosonteachingindifferentcontextsandhavethechanceto

analyzethemforpositiveandnegativeaspects.

2)PeerObservations

Atotalofnineobservationtasksareprovidedforthenineteachingpracticestages.Whennot

teaching,itistheresponsibilityofthetraineetoobservelessonsandmakeappropriatenotes

relatedtothegiventask.Theseobservationtasksarenotrequiredtobeturnedintothetutor,

butshouldbeusedtohelpthetraineetoexploreandbuildonhisorherownteachingpractice.

Variouspointsfromthetasksmaybediscussedinfeedback,thustraineesshouldmakean

efforttogatherasmuchinformationaspossible.

Note:EachTPobservationtaskdoesnotrelatetoasingleday.Dependingonthetask,itmay

coverone,two,orthreedays.

40

DayOne:Observationoftutor

Whenobservingtoday’slesson,considerthepointsbelow.Whatisthereabouttheclassroom,theactivities,

theteacherandthestudentsthathelpstocreateconditionsforeffectivelearning?

TheClassroom

Makesnotesontheclassroom,consideringseatingarrangements,teachingaids,pairing/groupingofstudentsandhowtheseare

changedduringthelesson.

TheTeacher

Commentontherapportbetweenteacherandstudents.Whatistheteacher’sroleatvariousstagesofthelesson?Whatisthe

balancebetweenteacherandstudenttalkingtime?Commentontheteacher’sinstructionsanduseofvoice.Howdoeshe/sheget

thestudent’sattention?

Thelearners

Howmotivatedarethey?Why?Aretheytakingpartintheirownlearning?Istheteacherchallengingthemordoingmostofthe

workhim/herself?Whatdidtheylearninthislesson?

Theactivities

Makenotesoftheactivitiesused.Whatdidstudentsactuallydo?Whatwasthebalancebetweenteacherandstudentinvolvement?

Howweretheactivitiessetupandbroughttoaclose?

Summary

Whatwillyoutakeawayfromthislesson?

41

ClassroomManagementTask:WatchthelessonandwriteALWAYS,SOMETIMES,NOTENOUGH,orNEVERineachbox.Addnoteswhereappropriate.

TEACHER

TALK

Theteacher’s

languageis

naturaland

gradedtotheSs’

level.

Theteacher

achievesabalance

betweenteacher

talkingtimeand

studenttalking

time

Theteacheruses

his/hervoiceatan

appropriate

volume.

Theteacher

interactsnaturally

anddevelopsa

goodrapportwith

theSs’.

EXTRANOTES

Teacher1

Teacher2

Teacher3

ADDRESSING

THEGROUP

ASAWHOLE

Theteachergets

theattentionof

thewholegroup.

Theteacher’s

positionis

appropriate(T’s

eyesclearlyvisible

toallSs’,(s)hesits

downwhere

appropriate.)

Theteacher’s

instructionsare

clearand

understoodbyall

Ss’.

Theteacheruses

demonstrationto

setupactivities.

EXTRANOTES

Teacher1

Teacher2

Teacher3

LESSON&

ACTIVITIES

Thereis

appropriate

variationof

interaction

patterns(Ss’in

pairs,groups,

individually,etc)

Ss’change

partner/seat.

Ss’areinvolved

withtheactivities.

Theteacher

monitorsSs’as

theywork.

Boardworkis

usefulandSs’can

seeallvisuals.

Teacher1

Teacher2

Teacher3

42

Instructionsandsettingupactivities

Readthequestionsandmakenotesinthetableforeachactivity.

1) Whatinstructionsweregiven?Weregesturesusedappropriately?

2) Weretheinstructionswellstaged?

3) Didtheteachercheckinstructions?Wasitnecessary/effective?

4) Atwhatstagedidtheteachergiveoutthematerials?

5) Didtheteachermakeuseofdemonstration?How?

6) DidtheSsunderstand?Howdoyouknow?

Activity1

Activity2

Activity3

Activity4

Activity5

Activity6

43

Thingsyou’dliketosteal/lend

Noteactivitiesortechniquesthatyouthinkareparticularlyeffectiveandwouldliketouse

yourself.Forexample,onecolleaguemighthaveeffectivelead‐inactivities,oranothermightbe

especiallygoodatkeepingstudentsengagedduringfeedbackstages.Notewhattheactivityor

techniqueis,howit’scarriedoutexactlyandwhyitiseffective.Youmayalsowantto‘lend’the

teachersatechniquethatwouldhelpthemnexttimetheyteach.

ThingsI’dliketosteal

Activity/Technique Whyit’seffective

Thingstolend

Activity/Technique Howitcouldbedonenexttime.

44

FocusontheLearnerAssignment

Thisobservationtaskistohelpyougathermaterialforthe‘FocusontheLearner’assignment.

Part1

During TP, observe one particular student engaging in different activity types e.g. following

instructions, listening to audiomaterial, during speakingpractice, etc.Makenotes about the

following:

Doesthestudentappeartoprefersomeactivitytypestoothers?Whymightthisbe?

Which interaction patterns does the learner seemmore comfortablewith? Why do you

thinkthisis?

Doesthestudentfollowdirectionswell?Whatwouldhelpthembetterunderstand?

How independent is the student? Howwilling is (s)he to take riskswith the language?

Does(s)heaskquestionswhen(s)heisn’tsure?

Part2

Whatstrengthsdoesthelearnerhave?

Skills

Systems

Whatdifficultiesdoesthestudenthave?

Systems

NoticeGrammaticalerrors,pronunciationerrors (sounds, stressand intonation), (writedown

examples)

Skills

Difficultieswithreading/listeningforgistanddetail,

Problemswithfluency/accuracywhenspeaking.

45

“Being”astudent

ChooseastudentfromyourTPgroup(privately–don’ttellthemordistractthemfromthe

lesson!)and“be”themfortheafternoon.Makenotesonhow“you”feltatvariouspoints

duringthelessons.Duringfeedback,telltheteacherhowyoufeltinthefirstperson(“Ilikedit

whenyouusedmyname”.Ifeltconfusedwhenyouaskedme“whyweusethepresent

perfect”.)

Lesson Momentsof

clarity(lightbulb

moments)

Momentsof

confusion(???)

Momentsof

feelinggood

(happy,proud,

etc.)

Momentsof

feelingnotso

good(frustrated,

rushed,etc.)

46

Studentinvolvement

Asyouwatcheachlessontoday,drawagraphreflectinghowinvolvedthelearnerswereinthe

lesson.Labelanypeaks/troughsandnoteyourcomments.Remember,silencedoesnot

necessarilyindicatelackofinvolvement!Ssmaybereading/thinking/processing.

Example:

StoryengagedSsand

pairworkinvolvedall

Ss–vmotivatingtask

Pre‐teaching

vocabwasokto

beginwithbut

therewastoo

much–tooT‐

centered.Ss

switchedoff.

*useamatchup

activityinstead.

Reading–

textis

interesting.

paircheck

involvedSs

well

AnsweredoneSs’

questioninwholeclass

stagesomostSstuned

out/startedchatting.

*AnswerQslikethat

afterthelessonor

duringmonitoring.

Fluencyattheendwas

superengaging!

Involvementdippeda

littleduringWCFB–

*setatasksothe

groupismorelikelyto

payattention.

Lesson1

47

Lesson2

Lesson3

48

ActionPoints

Todayyourfeedbacktotheotherteacherswillbewritten,notjustspoken.Beforethelessons

today,findouteachteacher’spersonalaims(actionpointsfromtheirpreviouslessons),

commentonevidenceofprogressintheseareasandwaystheycouldfurtherimprove.Besure

towritelegiblyandonaseparatepieceofpapersoyoucanhandyourcommentstoeach

teacherafterthelesson.

Actionpoints Evidenceofprogress Suggestionsforfurtherprogress.

Nowtakeanotherpieceofpaperandrepeatfortheotherteachers.

49

StagingandAims

Duringthelessonstoday,writedownthestagesofthelessonandrecordtheaimsofeach,

addingsomecommentsontheeffectivenessofeachstageinachievingitsaimandthinking

abouthowlogicallystagedthelessonis.

Stageandaim Activity Comments

50

ErrorCorrection

Completethissheet(andadditionalsheetsifnecessary)withexamplesoferrorsandcorrectionfrom

eachlessonthatyounotice.Thinkabouthoweffectivethesedecisionsare.

Errorof: Whencorrected?Whocorrected? Howcorrected?

example

Pronunciation immediately samestudent Tasked‘How

‘comfortable’ duringpairwork manysyllables?’

example

Grammar aftertheactivity anotherstudent Tputsentenceon

‘Ithinkyou board/elicit

shouldn’tgo.’

example

Vocabulary wasn’tcorrected nobody itwasn’t(butcould

Nexttothe beuseful)

‘high’man

Error Whencorrected? Whocorrected? Howcorrected?

51

MaterialsandResources.

Criticallyexamineyourpeers’materials(worksheets,etc.)andresources(useofOHP,projector,

board,multi‐media,etc.)todayandmakenotesinthefollowingcategories:

Interest/motivation

Appropriacyforthelevel

Tasksusedtoexploitthe

materials/resources.

Authenticity(NB.Graded

materialcanalsobe

“authentic”ifitrepresents

reallanguageuse)

Communicativeness(doesit

promoteS‐Sinteraction?)

Whathaveyoulearnedfrom

theuseof

materials/resourcesinthis

lesson?

52

Questionsfortheteacher

TodayasyouwatchTeachingPracticetoday,notedownanysituationsthatyounoticedand

whatyou’dliketoasktheteacherduringfeedback.Forexample:

• Inoticed…Ssreallyenjoyedyourlead‐inandIwondered…whereyougottheideafrom.

• Inoticed…thatduringthereadingSsweredoingthewrongtaskandIwondered…when

younoticedandifyou’dhandleitthesameifithappenedagain.

Teacher Thoughtsandquestions

Inoticed…

AndIwondered…

Inoticed…

AndIwondered…

1

Inoticed…

AndIwouldliketoaskyou…

Inoticed…

AndIwondered…

Inoticed…

AndIwondered…

2

Inoticed…


Inoticed…

AndIwondered…

Inoticed…

AndIwondered…

3

Inoticed…


AdaptedfromScrivener,J.(2005)LearningTeaching(SecondEdition),Macmillan

53

UsingtheBoard

Today’staskistoconsidertheroleoftheboardandhowtheteacherexploitedit.Usethe

followingboardplanstomapouttheteacher’sboarduseandmakeanycommentsaroundthe

edges.

54

TraineeProgress

Foreachcolleagueyouobservetoday,noteatleastthreewaysthattheyhaveimprovedsince

TP1.Alsonoteatleastthreesuggestionsfortheirfutureteachingcareer.Trytobeasspecific

aspossiblesothatyourcolleagueshaveconcreteideastotakeawaywiththem.

Improvements:

•

•

•

Suggestions:

•

•

•

55

Goodcopbadcop

Yourtrainerwillassignyouaroleforfeedbacktoday.Ifyouaregoodcop,writedownallthe

positivepointsaboutthatlesson.Ifyouarebadcop,writedownallthenegatives.Infeedback

you’lldeliverthegood/badnewstoyourpeers!

Consider:classroommanagement,clarificationoflanguage(M,PandF),lessonstaging,

provisionandqualityofpractice,etc.

Lesson1–IamGOOD/BADcop.Notes:

Lesson2–IamGOOD/BADcop.Notes:

56

Feedback

Useyourartisticskillstoplanhowyou’llgivefeedbacktoyourpeerstoday.

57

ExternalObservationofExperiencedTeacher

1. Howdoestheteacherengagethestudentsateachstageofthelesson?

2. Isthereabalanceofactivities?

3. Howlongdoeseachstageofthelessonlast?

4. Whatisthebalanceofstudents’toteachertalkingtime?

5. Howeffectivearetheinstructionsgiven?

6. Isthereavarietyofinteractionpatterns?

7. Inwhatwaysistheclass,andthewayitwasrun,differentfromtheclassesyou've

observedontheCELTAcourse?

8. InwhatwayswerethestudentssimilaranddifferentfromourstudentsontheCELTA

course?

9. Whatdidyoudiscoverfromtheexperienceofattendingaclassatalanguageschool?

59

2.8Self‐ReflectionSheets

Name: TP#_____

Thisdocumentispartoftheassessmentcriteriaofthecourse.Pleaseconsiderthefollowingareas:

Aims:Whatwerethelessonaims?Weretheyachieved?Howwasthisdemonstrated?

PersonalAims:Whatprogressdidyoumakewithyouractionpointsfromyourpreviouslesson(s)?(N/A

forTP1)

Planning:Howdidyourplan(coverpage,procedurepageandlanguageanalysis)helpyouwithyour

lessontoday?Whatwouldyouchangeifyouplannedthelessonagain?

Strengths:Whatwerethemainstrengthsofyourlesson?

Actionpoints:Whatwerethemainweaknessesofyourlesson?Whatareyougoingtodotoavoid

theseinthefuture?

Trainer’sfeedback

Trainer’sSignature:

60

Reflectionsonlessonscontinued:

61

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


62


63

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


64


65

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


66


67

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


68


69

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


70


71

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


72


73

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


74


75

Name: TP#_____




forTP1)





theseinthefuture?

Trainer’sfeedback


76


77

3.Assignments

Administration

• InordertobeeligibletopassthecourseandreceivetheCELTAcertificate,youmust:

o Pass3outof4writtenassignments.Ifyoufailtwo(2)ormoreassignments,you

automaticallyfailthecourse.

o Submitall4assignments(i.e.evenifyoupassthefirst3,youstillhavetodothe4th)

o Youmayfailone(1)ofthefourassignmentsandstillbeconsideredfora'B'grade,

providedthatyouhavebeenabletomeetthecriteriaonwhichyoufailedinanother

way‐i.e.duringyourteachingpractice.

• Submission:

o Thesubmissiondatesarelistedonthe“InputSchedule”thatishandedoutonDay1

o Failuretohandinassignmentsontimewillbeconsideredaprofessionalismissueand

willbereflectedinthecommentsonyourfinalreportthatyouwillusetosecure

employmentaftercompletingthecourse

• Assignmentsshouldpreferablybetyped(withtheexceptionofLRTandLFC).

• Allassignmentshaveaminimumwordcountof750andamaximumwordcountof1,000.

Pleasesticktothewordcountandstateitexplicitlyattheendofyourassignment.

Firstsubmission

• Passonfirstsubmission

o Ifthefeedbacksheethas'passonfirstsubmission'circled,youhavesuccessfully

completedtheassignmentandcanfileitinyourCELTAportfolio.

o Pleaserecordtheassignmentresultintheappropriateboxonpage8ofyourblue

CandidateRecordBooklet(CELTA5),whichiskeptinyourCELTAportfolio.

• Resubmit

o Ifyourassignmentdoesnotmeetthecriteria,youwillneedtomakechangesor

additionsandresubmitit.

o Youwillknowanassignmentneedstoberesubmittedif'Resubmit'onthefeedback

sheethasbeencircled.

78

o Readthetutor'scommentsonthefeedbacksheetcarefullyandmakeanynecessary

changesoradditionsonaseparatesheetofpapertobeattachedtotheoriginal.Ifyou

resubmitthewholeassignment,pleasemarkthesectionsthatyouhavechanged

clearly.

o Donotunderanycircumstancesaltertheoriginalwork.Donotusewhite‐out,

correctiontape,scribblesoranyothermeanstocoverwhatyouoriginallysubmitted.

o TheCambridgeassessorneedstobeabletoseeyouroriginalworkaswellasany

changesoradditionsyoumakeforresubmission.

Resubmissions

• Youmayresubmiteachassignmentonlyonce.

• Whenyouhandinaresubmission,pleaseincludetheoriginal‘coversheet’wherethetutorhas

providedfeedbackandrecordedyourgradeaswellastheentireoriginalassignment.

• Grades:

o Ifanassignmentisa'passonresubmission',pleasemarkthisonpage8ofyour

CandidateRecordBooklet,againintheappropriatebox.

o Iftheresubmissiondoesnotmeetthecriteria,yourassignmentwillbea'failon

resubmission'andyourtutorwithcheckthisboxonthefeedbacksheet.

79

3.1 Language Skills Related Task (Assignment 1)

Candidatename:

1stSubmission 2

ndSubmissionCriteria

ToTo

standardstandar

ToToTod

Nottostandard

yet

Tutorfeedbackand

resubmissionguidanceif

necessary

Tostandard

Nottostandard

Tutorfeedback

Selectanappropriateauthentictextfor

thelevelandprovidearationale

Identifyreceptiveskillstobepracticed,

usingcorrectterminology

Submittwoappropriatereceptiveskills

tasks

Identifyproductiveskillstobe

practiced,usingcorrectterminology

Submitanappropriateproductivetask

ofyourowndesign

Submitasufficientoutlineofalesson

plan

Relatetaskdesigntolanguageskills

practice

Find,selectandreferenceinformation

fromoneormoresources

Usewrittenlanguagethatisclear,

accurateandappropriatetothetask

Wordcountof750‐1000

Overallgrade

Tutor(s)signature(s)anddate

Pass

Resubmit

Pass

Fail

81

CELTAAssignment1:LanguageSkillsRelatedTask

Wordlimit: 750‐1000words

82

CambridgeAssessmentCriteriaforSRTAssignment

Candidatescandemonstratetheirlearningby:

o Correctlyusingterminologythatrelatestoskillsandsub‐skills

o Relatingtaskdesigntolanguageskillspractice

o Finding,selectingandreferencinginformationfromoneormoresources

usingwrittenlanguagethatisclear,accurateandappropriatetothetask.

83

3.2FocusontheLearner(Assignment2)

Candidatename:1stSubmission 2


Tostandard

Nottostandard

yet

Tutorfeedbackand


necessary

Tostandard

Nottostandard

Tutorfeedback

Describealearner’sbackgrounds,

motivationsandlearningstyles

Identifyonegrammarproblemwithat

leasttwopiecesofevidence

Selectoneappropriateactivityto

addressthegrammarproblemand

providearationale

Identifyonepronunciationproblem

withatleasttwopiecesofevidence

Selectoneappropriateactivityto

addressthepronunciationproblem

andprovidearationale

Makesureatleastoneofthetwo

activitiesisfromapublishedELT

source

Correctlyuseterminologyrelatingto

thedescriptionoflanguagesystems

Usewrittenlanguagethatisclear,

accurateandappropriatetothetask

Wordcountof750‐1000

Overallgrade

Tutor(s)signature(s)anddate

Pass

Resubmit

Pass

Fail

85

Assignment2–FocusontheLearner CambridgeESOLCELTA

Wordlimit:750‐1000words

*Seenextpageforotherrequirementsandhelpfulhints.

Gather

informa{on

• ChoosealearnerfromyourcurrentTPclass(eachpersoninyourTPgroupshouldchoosesomeonedifferent)

• Observeyourlearnerinlessonsfor:behaviorinclass,grammarproblems,pronuncia{onproblems

• Meetwithyourlearner

• Giveyourlearnerhomework(there'sahomeworksheetinyourhandbook)towriteandbringbackthenextday

• Interviewyourlearnerorsetupa{meinthenearfuturewhenyoucaninterviewyourlearner.

There'sasheetinyourhandbookwithsuggestedques{ons.Youshouldeitherrecordtheinterviewortakegoodnotesduringit.

• Exchangecontactinforma{onwithyourlearner‐‐sojustincasetheycan'tmakeittoclassthenextday,you'llbeabletogetintouchwiththem.

• Collectthehomeworkfromyourlearner

• Analyzewhatyourlearnersaid/wroteforgrammarandpronuncia{onerrors(thiswillbeusefulforSec{onBofyourassignment).

DoSec{onAofyourassignment(400‐500words)

• Writeabouttheseareasforyourlearner:

• Generalbackgroundinforma{on(homecountry,firstlanguage,age,name,etc.)

• Generaleduca{onandlanguageeduca{onhistory

• Mo{va{onforlearningEnglish

• Learningstylesandwhyyouthinkthesearetheirlearningstyles

DoSec{onBofyourassignment(500‐600words)

• Writeaboutonegrammarproblemyourlearnerhas(useanalysisfrom"GatherInforma{on"stage).

• Saywhattheproblemis.

• Documenttwoinstancesinwhichyourlearnershowedtheyhavethisoneproblem.

• Findoneac{vitythatcouldhelpyourlearnerwiththisproblem(includetheactualac{vityhandoutintheappendices)andsaywhyitishelpfulforyourlearnerinpar{cular.

• Writeaboutonepronuncia{onproblemyourlearnerhas(useanalysisfrom"GatherInforma{on"stage).

• Saywhattheproblemis.

• Documenttwoinstancesinwhichyourlearnershowedtheyhavethisoneproblem.

• Findoneac{vitythatcouldhelpyourlearnerwiththisproblem(includetheactualac{vityhandoutintheappendices)andsaywhyitishelpfulforyourlearnerinpar{cular.

Assembleyourassignment

• Puttogether

• Coversheetwithyournameonit

• Wri�enparts(Sec{onA&Sec{onB)withawordcountattheend

• Bibliography

• Appendices:Thehandoutsfromtheac{vi{esyoudescribedinthebodyofSec{onBwithreferencesastowhereyoufoundthem

86

Otherrequirements/hints:1. Intheinputsessionabout“learningandteaching”youwentoversomeusefulterminologyto

describelearningstyles.Usesomeofit(introvert/extrovert,visual/auditory/kinesthetic,etc.)to

describeyourlearneranddescribetheirmotivation(i.e.intrinsic/extrinsic)inSectionA.

2. ThereisalsousefulinformationinLearnerEnglisheditedbyMichaelSwanandBernardSmith(CUP).

Ithasinformationaboutstudentsfromvariousnativelanguagesanddescribestypicalissuesthese

learnershavewhenlearningEnglish.

3. Youarerequiredtosubmittwoactualtasks(onetohelpyourlearnerwithagrammarproblemand

onetohelpwithapronunciationproblem)asappendicestoyourassignment.Youcanfindactivities

inresourcebooksinthebookcabinetintheinputroom.Ifyoucan’tfindanactivitythatdealswith

yourlearner’sparticularproblem,youcanmakeanactivityyourself.Youcannot,however,make

bothoftheactivitiesyourself.Atleastoneoftheactivities(forgrammarorpronunciation)mustbe

fromareputablepublished(orreputableonline)source.

4. Exampleproblemsandsolutions:

a. PronunciationExample:

“Inherinterview,Junkostruggledtocorrectlyproduceaccurate/l/sounds.Shesaid,for

example,“I/rɑɪk/(insteadof/lɑɪk/)toshoppingbutIhave/rɪtәr/(insteadof/lɪtәl/

moneyforit.”.Sheneedspracticebothrecognizingandproducingaccurate/l/and/r/

sounds.Adiscriminationexerciseinwhichshemustlistenandcheckthecorrectwordfrom

aminimalpair,e.g.lightorright,wouldhelpimproveherrecognition,forexample,

PronunciationJourneyfromPronunciationGames(Hancock,1995:p36).Forproduction

practice,Junkocouldreadaloudsentencesortonguetwisterscontaining/l/soundsanda

mixof/l/and/r/sounds,e.g.IlikelaughingalotwhenIlearnEnglish.Shewillalsobenefit

fromobservingtheteacherproducethesoundtolearnthemechanicsofhowtophysically

formit.

b. GrammarExample

“Inherwrittentext,Junkowrote“WhenIfirstarriveinNewYork…”and“weseeashowon

Broadway”.Thisindicatesaproblemwiththepastsimpletense.Anactivitylike“Pictures

intostory”inGrammarPracticeActivities(Ur,1998:p215)wouldfocusonthisgrammar

problem.Studentsreceiveasetofpictures,orderthepicturesastheylike,thenwritethe

story.Junkocouldpracticewritingdifferentformsofthepastsimpleinameaningful,

narrativecontext.Thiswouldalsohelpherattainheraimofbecomingamoreaccurate

writerinEnglish.”

CELTApasscriteria:candidatescandemonstratetheirlearningby:

a) showingawarenessofhowalearner’s/learners’background(s),previouslearningexperienceand

learningstyle(s)affectlearning

b) identifyingthelearner’s/learners’language/skillsneeds

c) correctlyusingterminologyrelatingtothedescriptionoflanguagesystemsandlanguageskills

d) selectingappropriatematerialand/orresourcestoaidthelearner’s/learners’languagedevelopment

e) providingarationaleforusingspecificactivitieswithalearner/learners

f) finding,selectingandreferencinginformationfromoneormoresourcesusingwrittenlanguagethat

isclear,accurateandappropriatetothetask

87

Appendix1(Usethisasabasisforyourinterview) Interviewthelearner

Name

Age

Nationality

Job/studies

ReasonsforlearningEnglish/motivation

PersonalgoalswithEnglish.

Languagelearningbackground‐English/otherlanguages.

Student’simpressionofhis/herweakandstrongareas.

Activitiestheyenjoy/findusefulinclass.

FeelingsaboutlearningEnglish/English‐languageculture

ContactwithEnglishoutsidetheclassroom(includingwork)

TimededicatedtoEnglishstudyoutofclassandwhattypeofstudy

89

Appendix2 Homeworkassignment

DearStudent,

Duringthisfirstweek,ourteachersneedtocompleteawrittenprofileofthestudentsinthisclass.The

questionsyou’veansweredtodayarereallyusefulingettingtoknowyou.Theteachersalsoneeda

sampleofyourwrittenlanguagesothatwecananalyzeyourstrengthsandweaknessesinwriting.We’d

alsoliketoknowmoreaboutyou!Giveasmuchdetailasyoucanandplease,donotuseagrammar

bookoradictionary.

Wewouldbeverygratefulifyoucouldwritealettertoyourteacheransweringthefollowingquestions:

WhathasbeenyourbestexperienceintheUnitedStatessofar?Whathasbeenyour

worstexperience?

Thanksalot!

TheteachersatTeachingHouse

91

3.3LanguageRelatedTask

Gr.1 Gr.2 Voc.1 Voc.2 Tutorcomments

1st 2

nd 1

st 2

nd 1

st 2

nd 1

st 2

nd 1

stsubmission 2

ndsubmission

Meaning ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems&

solutionswith

meaning

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Pronunciation ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems&

solutionswith

pronunciation

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Form ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems&

solutionswith

form

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Written

language☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Overallgrade Pass/

Resubmit

Pass/Fail

Tutorsignature(s)&date(s)

93

Assignment3 LanguageRelatedTask‐LRT 750‐1000words*Task:Belowisatypicaltextthatyoumighthaveintermediatelevelstudentsreadinclass.Inatext‐

basedlanguagelessonyouwouldclarifylanguageitemsfromthetextsotheycomefromaclear

context.ThisCELTAassignmentrequiresyoutoanalyzelanguage.Beforeanalyzingthelanguage,it’sa

goodideatocomprehendthetext.Readitcarefullybeforeyouattemptthisassignment.

The 'amazing' Tide detergent crime

wave By The Week's Editorial Staff | Yahoo! News Thu, Mar

15, 2012

Tide laundry detergent is meant to be used for household cleaning purposes, but thieves are turning it into something dirty. Authorities are reporting a spike in thefts of Tide, and in some cities they are setting up task forces where the detergent is sold to track the number of bottles in stores. Police believe thieves are using the soap on the black market, which retails for $10-$20, to buy drugs. On the black market, Tide is often

referred to as "liquid gold" and can go for $5-$10 per bottle. Last year, in St. Paul, Minnesota, a man is alleged to have stolen $25,000 worth of Tide over 15 months before he was captured by authorities. Stores such as CVS have amped up security measures to prevent theft; at some locations the detergent is kept in a locked container and an

employee must retrieve it for customers. So why is Tide the only detergent being targeted? Authorities list several reasons: It might be

because Tide is instantly recognizable because of its Day-Glo orange bottle; or it may be because it is one of the most expensive brands of laundry detergent or because it does not have serial

numbers, so it cannot be tracked. On social media, people are calling the theft trend "bizarre" and many are blaming it on the tough

economy and rising gas prices. One person tweeted that the thefts could “stem from inflation”. A spokesperson for Procter & Gamble, the manufacturer of Tide, called the thefts "unfortunate”.

adapted from http://news.yahoo.com/video/trendingnow-25169353/trend-of-tide-detergent-thefts-spiking-

across-the-country-28598090.html

Note:Whendoingthisassignment,youdonotneedtowriteinprose‐bulletpointsarefine,butmake

sureyouincludeallthespecifiedinformation.Usethefollowingform/templateforyourLanguage

Analysis,respondingtoallthepromptsintheboxes.

Cambridge ESOL specifies that for this assignment successful candidates can demonstrate their learning by:

• analyzinglanguagecorrectlyforteachingpurposes

• correctlyusingterminologyrelatingtoform,meaningandpronunciationwhenanalyzinglanguage

• accessingreferencematerialsandreferencinginformationtheyhavelearnedaboutlanguagetoanappropriate

source

• usingwrittenlanguagethatisclear,accurateandappropriatetothetask

Takenfrom:http://www.cambridgeesol.org/assets/pdf/exams/celta/celta‐syllabus‐assessment‐guidelines‐2011.pdf

Now,lookattheitemsunderlinedinthetext.Youmustanalyzethefouritemsspecifiedforyour

assignment–donotchoosedifferentones.

95

Grammar 1 Language area and use: What is the grammatical structure you intend to teach? How is it used?

Target language: find 2 more examples of this language item from the text 1. he was captured by authorities 2. 3.

Focus on meaning: You need to: 1) explain the meaning of “he was captured” in the

context of the Tide text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include all concept questions - CCQs - and answers and draw any images etc. that you intend to use). Use the context of the Tide text.

Anticipated problems and solutions with meaning: Provide two problems and a

solution for each. Remember to focus on the grammatical structure, not the meaning of the vocabulary used in the examples.

96

Focus on pronunciation: Include sentence stress and weak forms with phonemic

transcript of “he was captured”

Anticipated problems and solutions with pronunciation: (providetwoproblemsandasolutionforeach)

Focus on form: You need to: 1) identify elements of the structure of the target language and

provide a formula that would generate multiple examples of the target language 2) repeat this for the question and negative forms (presenting it as you would to the learners)

Anticipated problems and solutions with form: Provide two problems and a

solution for each. You should consider word order, spelling, verb forms, etc.

Sources used: (e.g. Michael Swan (2005) ‘Practical English Usage’, OUP)

97

Grammar 2 Language area and use: What is the grammatical structure you intend to teach?

How are they used?

Target language: find 2 more examples of this language item from the text

1. It might be because…

2. 3.

Focus on meaning: You need to: 1) explain the meaning of “it might be…” in the

context of the Tide text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include all concept questions CCQs and answers and draw any images etc. that you intend to use). Use the context of the Tide text.

Anticipated problems and solutions with meaning: Provide two problems and

a solution for each. Remember to focus on the grammatical structure, not the meaning of the vocabulary used in the examples.

Focus on pronunciation: Include sentence stress with phonemic transcript of “it

might be…”

Anticipated problems and solutions with pronunciation: Provide two

problems and a solution for each.

Focus on form: You need to: 1) identify elements of the structure of the target language

and provide a formula that would generate multiple examples of the target language 2) repeat this for the negative and question forms, including any relevant contractions (presenting it as you would to the learners)

Anticipated problems and solutions with form: Provide two problems and a

solution for each. You should consider word order, spelling, verb forms, etc.

Sources used: (e.g. Rosemary Aitken (2002) ‘Teaching Tenses’, Longman)

Teaching house

98

Vocabulary 1 Word / phrase: set up

Teaching

*Keep to the context of the text

Meaning (Be specific but keep it simple. Look in a learner dictionary): Anticipated problems with meaning:

I will convey meaning by… Solution(s): (CCQs with answers)

Pronunciation (Write ‘set up’ in phonemes

and mark the stress):

Anticipated problems with pronunciation:

Solution(s):

Form (Part(s) of speech, collocation,

(ir)regularity), etc.: Anticipated problems with form:

Solution(s):

Sources used: (e.g. http://www.macmillandictionary.com)

99

Vocabulary 2 Word / phrase: a spike in thefts

Teaching

*Keep to the context of the text

Meaning (Be specific but keep it simple.

Look in a learner dictionary): Anticipated problems with meaning:

I will convey meaning by…

Solution(s): (CCQs with answers)

Pronunciation (phonemes, stress):

Anticipated problems with pronunciation:

Solution(s):

Form (Part(s) of speech, collocation,

(ir)regularity), etc.: Anticipated problems with form:

Solution(s):

Sources used: (e.g. http://dictionary.cambridge.org/dictionary/american-english)

100

3.4LessonsfromtheClassroom(Assignment4)

NAME__________________________

1stSubmission 2


Tostandard

Nottostandardyet

Tutorfeedbackand


necessary Tostandard

Nottostandard

Tutorfeedback

Identifyatleasttwo

successfulaspectsof

yourteaching

Identifyatleastthree

areasneeding

improvement

Provideatleastthree

suggestionsfor

improvement

Provideevidenceof

sufficientobservation

andreflectionon

others’classroom

teaching

Provideatleastthree

ideasforfuture

development

Usewrittenlanguage

thatisclear,accurate

andappropriateto

thetask

Wordcountof750‐

1000

Overallgrade

Tutor(s)signature(s)

anddate Pass

Resubmit

t Pass

Fail

102

Assignment4 LessonsFromtheClassroom

AssessmentCriteriaforAssignment:Candidatescandemonstratetheirlearningby:

• notingtheirownteachingstrengthsandweaknessesindifferentsituationsinlightoffeedbackfromlearners,

teachersandteachereducators

• identifyingwhichELTareasofknowledgeandskillstheyneedfurtherdevelopmentin

• describinginaspecificwayhowtheymightdeveloptheirELTknowledgeandskillsbeyondthecourse

• usingwrittenlanguagethatisclear,accurateandappropriatetothetask

PartA:ReflectionsonClassroomTeaching

Inthefirsttwoweeksofthecourseyouareexposedtoadultslearningandteachinglanguages

inthreesituations:yourstudentslearningfromyou,studentslearningfromyourpeersand

studentslearningfromexperiencedteachers(tutors)inliveandvideodemonstrationlessons.

Considertheabovesituationsand:

• Identifyatleast2successfulaspectsofyourteachinganddiscusswhythesewere

successful.Illustratethesewithspecificexamplesofwhereyoudiditwellandhowthis

benefittedyourlearners.

• Identifyatleast3aspectsofyourteachingthatyouwouldliketoimproveandsuggest

improvements.Thesesuggestionsforimprovementshouldcomefromyourobservationsof

otherteachers–yourcolleagues,trainers,videos.Beveryspecificaboutwhereyousaw

thisdonewellandhowworkingonitwouldbebeneficialforyourlearners.

Youranswerdoesnotneedtobewritteninaformalstyle,firstpersonisfine.Usetheabove

pointsassub‐headingstoorganizeyouranswer.Supportyourobservationswithpractical

exampleswhereverpossible.Statewhotheteacherswere,whattheydidthatwaseffective

andwhythoseactivities/techniquesweresuccessful.

PartB:FutureDevelopment

• DiscusshowyouplantodevelopyourELTknowledgeandskillsafterthecourse.Provideat

leastthreespecificideas(e.g.arrangetowatchexperiencedcolleagues,readpublished

matterondevelopinglisteningskills).Specifyhowthesestrategieswillbenefityou.

750‐1000words.Pleasestateyourwordcountattheendofyourassignment.

*Seefollowingpageforanoutlinethatwerecommendyoufollow.

103

LessonsFromtheClassroomAssignment

PartA

Paragraph1:Strength#1

Identifythestrength

Saywhyitisbeneficialtoyourstudentsorhowithelpsyourteaching.

Giveaspecificexampleofatimewhenyouusedthisandsayhowitbenefittedthelesson.

Paragraph2:

Identifythestrength

Saywhyitisbeneficialtoyourstudentsorhowithelpsyourteaching.

Giveaspecificexampleofatimewhenyouusedthisandsayhowitbenefittedthelesson.

Paragraph3:Areatoworkon#1

Saywhyitwouldbebeneficialforyourstudentsforyoutoworkonthis.

Giveaspecificexampleofatimewhenyousawacolleagueoranexperiencedteacherdoit

well.

Saywhatyouwilldotoimprovethisinthefuture.

Paragraph4:REPEATforAREAtoworkon#2

Paragraph5:REPEATforAREAtoworkon#3

PartB

Paragraph6:IdeaforFuturedevelopment1

Specifywhatitisandhowitwillenableyoutodevelopintoabetterteacher.





There’snoneedtowriteanintroductionoraconclusion.

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3.5PlagiarismPolicy

“Plagiarism(fromLatinplagiare"tokidnap")isthepracticeofclaiming,orimplying,original

authorshiporincorporatingmaterialfromsomeoneelse'swrittenorcreativework,inwholeor

inpart,intoone’sownwithoutadequateacknowledgment.(http://www.wikipedia.org

accessedonApril22nd2008)

IntermsoftheCELTAcourse,thiswouldbe

• Copyingsomeoneelse´sassignment(inwholeorinpart).

• Gettinganotherpersontowriteanassignmentforyou.

• Liftingideasfrompublishedsourcewithoutreferencingit(thisisespecially

importantintheLanguageSkillsRelatedTaskassignment)

• Copyingpartsofpublishedmaterialwithoutadequatelyreferencingthesource.

Ofcourseyoucan,andareencouragedto,refertosourcesofbackgroundreading.Hereare

somewaysandconventionsforreferencing:

Paraphrasingwhatthewriterhassaid.

AsScrivenersays,encouragingstudentstoreadquicklywhenreadingforthefirsttimecanhelp

buildconfidencewhentheydon´tunderstandeveryword(Scrivener,p153)

Directquotationfromthebook(don´toverdothis.Keepthequotationshort)

AccordingtoScrivener“it´sactuallynotnecessarytounderstandeveryworkinorderto

understandtheinformationyoumightneedfromarecording”(Scrivener,p147)

Footnotes–quotedirectlyorparaphrase,thenfootnoteauthor/year/pagenumberat

bottomofpage2

And…remembertoincludeabibliographyofanybooks/resourcesyou´vequotedorconsulted

whenwritinganassignment.Thisshouldbewrittenlikethis:

Authorsurname,Authorfirstname,year,Titleofbookinitalicsorunderlined,publisher

e.g.Scrivener,Jim,2011,LearningTeaching4thedition,Macmillan

Failuretocomplywiththeaboveguidelinesmayresultinexclusionfromthecoursewithno

warningandyoumaybeexcludedfromtheCELTAprogramforuptothreeyears.

2 Like this: Scrivener, J., 2005, Learning Teaching, Macmillan Heinemann

105

4.TheFinalResultOn successful completion of the course you will receive (usually within two months) a certificate

awardedatPass,PassBorPassAlevel.TobeawardedaPassByoumustconsistentlyshow“alevelof

achievementsignificantlyhigher”thanthatrequiredforpasslevelinrelationto“demonstrationofthe

criteriaforteachingandprofessionalism(criteria1a‐3cand5a‐5n)”.TomeritaPassA,inadditiontothis

yourteachingpracticemustdemonstrate“a levelofabilityandachievementanda levelofawareness

significantlyhigher”thanpass‐levelinrelationto“planningforeffectiveteaching”aswellasinrelation

tothecriteriaforteachingandprofessionalism.(Consultthesyllabusfordetailsofthecriteria.)

Themeaningoftheseresultsfromtheemployer’spointofviewisratherunusual.Theyareofinterestto

employerslessasarecordofyourperformanceonthecourse,moreasanestimateofhowquicklyand

effectivelyyouaregoingtodevelopasateacherafterit.

Anemployeremployingsomeonestraightoffafour‐weekCELTAcoursewillbeawarethattheyarestill

in need of support and guidance to help them develop as teachers, and a professional school will

undertake to provide this for fledgling teachers. However, a Pass B functions as an indication to an

employerthatyouarealreadyarelativelyindependentteacherwhowillneedlittlesupportorguidance

inmostteachingsituations.IfyouhaveaPassA,aprospectiveemployercanconsideryouathoroughly

independentteacherwhowillbeeffectiveinanyteachingsituationwithminimalsupport.

Atraineemaysometimesmakeverygoodprogressduringthecourse,yetonlyreceiveaPassbecause

amongstotherthingsthetutorconsiderstheyarenotyetconfidentlyindependent.Trytotakethelong‐

termview:throwingthiskindoftraineeintoteachingsituationstheyhavenotyetexperiencedwithout

anykindofsupportisnotlikelytobebeneficialtotheirfurthersteadydevelopmentasateacher!

Notsurprisingly,sometraineesfeeldisappointedthattheyarereceivingacertificateatthesamelevel

assomeonewhoappearedtomakelessprogressthantheydid.However,asarecordofhowyoudidon

thecourse,youwillreceiveatutor’sreportwithyourcertificate,detailingyourparticularstrengthsasa

teacher.

TheCELTAisachallengingcoursebygeneralagreementandtopassitaloneisanachievementyoucan

be proud of! You should also bear in mind that realistically no one can expect to turn into a great

teacher inamere fourweeks.But thatdoesnotmean thatyouwillnotdevelop intoagreat teacher

overthecourseofyourfirstfewyearsofwork.

Forthisreason,CELTAgradeshave,asitwere,akindoflimitedvalidity.Employersknowthatteachers

withaPassgradewillprobablydevelopmoreoverthefirstyearorsoaftertheircoursethanthosewho

werealreadydoingwell.Inthelongterm,gradesonthecertificateloseallsignificanceandmany,ifnot

mostofthosewhoarenowatthetopoftheprofessionstartedoutwithnothingmorethanaPass.It’s

worth remindingyourselfof this rather than losinganysleepoverwhetheryou’re likely togetaBor

not!

IntheeventthatatraineeisawardedaFailbytheirtutors,theirportfoliowillautomaticallybesentto

theCELTAheadoffice inCambridge fora secondopinion.There itwillbeexamined indetail and the

result recommended by Teaching House will be either confirmed or overturned. This process can,

unfortunately,sometimestakemanyweeks.

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5.CenterComplaintsProcedure

IncompliancewithCambridgeCELTApolicy,candidatesareremindedthatiftheyexperience

problemsoutsidetheexpectedlevelofstressandthefactorstheyacceptedinsigningthe

Disclaimerontheapplicationform;oriftheyfeeltheyhaveajustifiablecomplaintaboutthe

deliveryofthecourse,theyshouldfirstraisetheissuewiththeMainCourseTutoratTeaching

House.

Inordertoensurethattheissueisgivendueattention,thecandidateshouldfirstmakean

appointmentwiththeMainCourseTutortodiscusstheproblemataprivatemeeting.

Atthemeeting,thecandidateshouldstateclearlythegroundsforhisorhercomplaint,andthe

MainCourseTutorwill,withthecandidate,decideonapathofactiontoaddresstheareaof

difficultytotheirmutualsatisfaction.Ifnecessary,afollow‐upmeetingwillbescheduled.

Finally,iftheissuecannotberesolvedsatisfactorilyatthislevel,thecandidatehastherightto

requestthatthecomplaintbeforwardedtoCambridgeESOLbytheCenter.TheCenteris

boundunderthetermsoftheCourseProvisionAgreementtoadheretothisrequest.

107

6.GlossaryofESLTerms

Thecoursecanbeonelonglistofnewterms,acronymsandjargon.Here’sawaytotryand

copewiththedeluge.It’snotanexhaustivelist,buttheimportantonesshouldbehere.

AbstractItems Vocabularyconceptsthatcannotbeshownvisually,suchas

truth,upset,love,hate.(Contrast:ConcreteItems)

AccuracyPractice Practiceofaspecificlanguageitemwhichhasbeenpresentedto

students(Seealso:RestrictedPractice.Contrast:FreerPractice)

Acquisition Unconsciouslearning,or‘pickingup’oflanguage.

Anticipation Consideringbeforethelessonwhatdifficultiesstudentswillhave

withthemeaning,formandphonologyofanewpieceof

language.

Appropriateness Whetheranitemissuitedtowhoyouuseitwith.Forexample,it

isusuallyinappropriatetouseslangwhenspeakingtothe

President.

Authentic Producedfornativespeakers,notforESLstudents.(Contrast:

Graded)

Back‐chaining Whendrillingalongersentence,it’ssometimesusefultobreakit

downintochunks.Startingfromtheendofthesentenceand

workingbackchunkbychunkhelpstomaintainrhythmand

featuresofconnectedspeech.

ChoralDrill Allthestudentsinclassrepeatagivenword,sentenceetcatthe

sametime.Helpstobuildconfidenceandallowsstudentstoget

theirmouthsaroundnewlanguage.SeeDrillandcontrast:

IndividualDrill

Clozeexercise Atypeofgap‐fillwherecertainwordsinaparagrapharedeleted

andstudentshavetoreadthecompletetextandfilltheblanks.

Communicative(adj) Involvingthetransferofrealinformationthathasmeaningforthe

students.

ComprehensibleInput Thelanguagethattheteacheruseswhichisgradedtotheright

levelsothatstudentscanstillunderstandyetstillbechallenged.

Thiscanalsoincludegesturesandbodylanguagethataidstudent

comprehension.

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ComprehensionQuestion Aquestiontocheckunderstandingofatextorpartofatext.

ConceptChecking Checkingstudents’understandingofalanguageitem(suchasa

wordorgrammarstructure)whichhasbeenpresentedtothem–

withoutasking‘Doyouunderstand?’

ConceptCheckQuestions CCQs–oneofthemostusefulandcommonwaysofchecking

concept.Aseriesofsimplequestionsthatbreakdownthe

meaningofthelanguagebeingpresented.

ConcreteItems Vocabularyitemsthatcanbeshownvisually,suchasbook,table,

elephant,coffee.

Contextualization Presentingorpracticingalanguageiteminacontext(suchasa

situationoratext)ratherthaninisolation.Thecontexthelps

studentsbetterunderstandthemeaninganduseoftheitem.

ControlledPractice (AlsocalledRestrictedPractice).Oraldrillsandwrittenexercises

inwhichstudentsusenewlypresentedlanguageinarestricted

way.Thechoicetheyhaveoverthelanguageusedislimitedin

ordertohelpthemfocusonthestructureofthelanguage.

CompareFreerPractice.

CuisenaireRods Woodenrodsofdifferentlengthsandcolors,originallycreatedfor

mathwork.Theycanbeusedtodepictmanylanguageitemsand

concepts.

DetailedTask Ataskaimedatcheckingthecomprehensionofalisteningor

readingtask.Itrequiresthestudenttoreadorlistencarefullyand

understanddetails.(ContrastGistTask)

Dialogue Shortconversationbetweentwoormorepeople,heard,written

spoken,created(etc.)inclass.

Drill Teacher‐centeredcontrolledpracticetohelplearnerswith

pronunciation,whichinvolvesstudentsrepeating

sentences/wordsaftertheteacherorstudentscreatingsentences

withpromptsfromtheteacher.SeeChoral,Individualand

SubstitutionDrill.

Echoing Whenateacher(fornovalidreason)repeatsbackeverythingthe

studentssay.Thoughusuallysubconscious,thisincreasesTTTand

teacher‐centeredness.Itisalsocompletelyunnaturaland

unnecessary.

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Elicit(v) Todrawananswer,grammarstructure,word,exampleetcfrom

thestudentsbyaskingquestionsandgivingprompts.

FingerHighlighting Usingthefingerstorepresent‘words’orsyllablesinorderto

indicateanerrororhighlighttheformandpronunciationofnewly

presentedlanguage.

FluencyPractice Freespeakingorwriting,topracticethoseskillsinofthemselves.

StudentsusealltheEnglishtheyhaveattheirdisposalto

communicate,ratherthanconsciouslypracticingspecific

grammaticalstructuresrecentlystudiedinclass.SeealsoFreer

Practice.ContrastAccuracyPractice

Form Thewayanitemiswrittenorsaid.“Form”isalsousedtoreferto

thegrammaticaloperationofitems,asopposedtowhatthey

meanorhowtheyareused.

Freespeakingorwriting SeeFluencyPractice.

FreerPractice Practiceofspecificitemsinanactivitywhichallowsstudentsa

degreeofchoiceregardingthelanguagetheyuse.Itusually

involvesthestudentsusingthetargetiteminthecontextofother

surroundinglanguage.

Function Whatyouexpressthroughapieceoflanguage.Thetaskapieceof

languageperforms.Forexample,inviting,apologizingor

expressingregret.

Functionalexponent Aphrasewhichexpressesafunction.Forexample,“I’msorry”is

anexponentofthefunctionofapologizing.

Gap‐fill Awrittenexerciseinwhichstudentsputtheappropriateitems

intogapsleftinasentence.Alsocalledfill‐in‐the‐blank.NOTE:Be

carefulnottoconfusethiswith:InformationGap

GeneratingInterest Beforeworkingwithareadingorlisteningtext,orbeforestarting

aspeakingorwritingactivity,theteachercreatesinterestby

askingstudentswhattheyknowaboutthetopic,orbydoingan

activitywhichmakesthetopicrelevanttothestudents.

GistQuestion/Task Aquestion/taskaskedtocheckstudents’generaloverall

comprehensionofatext(listeningorreading),asopposedtoa

comprehensionofthedetailscontainedinthetext.Compare:

DetailedTask.

Graded(Language) Language(inatext,oralinstructions,etc.)whichissimplifiedso

thatitcanbeunderstoodbyaforeignlearnerofEnglish.

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Grammar Therulesthatgoverntheformofalanguage.Thenutsandbolts

thatholdthevocabularytogether.

GroupWork Studentsworkinsmallgroups,ratherthanalltogetheror

individually.(Contrast:OpenClass)

GuidedDiscovery Atechniquewherestudentsworkoutlanguagemeaningsand

rulesforthemselves.Bylookingatexamplesoflanguageand

answeringwrittenguidedquestions,studentscandraw

conclusionsaboutthemeaningandformoflanguage.

HighlightingForm Drawingstudents’attentiontotheimportantaspectsofhowan

itemisformed,saidorwritten.Itcanbedoneorally(usingFinger

Highlighting)orontheboard(seeWrittenRecord).

HighlightingMeaning Drawingstudents’attentiontothemeaningofaparticular

languageitem.Ofteninvolvestimelines,CCQsetc.

Ice‐Breaker Anactivitydonewhenyoufirstmeetaclassinorderforeveryone

togettoknoweachother,tobuildagoodclassatmosphereand

tomakestudentsfeelcomfortable.

Illustratingmeaning Usingapicture,mime,gesture,definition,text,situationalstory

etctodemonstratethemeaningofalanguageitem

IndividualDrill AfterdoingChoralDrilling,theteacherthenasksstudents

individuallytorepeatanewlypresentedwordorsentence.

CompareChoralDrill.SeeDrill.

Inflection =Intonation(NOTE:Thisuseoftheword“inflection”isspecificto

AmericanEnglishandwillbemisunderstoodbymostspeakersof

othervarietiesofEnglish!)

InformationGap Anactivityinwhichstudentsuselanguagetoexchange

informationbetweenoneanother.Theinformationeachstudent

hasisdifferent,yetrelatedinsomeway.Bycommunicatingwith

eachotherstudentsgainacompletepicture.Informationgaps

canbeeitherrelativelycontrolled,ormuchfreer.Itdependson

howtheyaresetup,andhowmuchpromptingstudentsreceive.

Theyarealwayscommunicative.

InstructionsChecking (ICQs)Askingquestionstocheckthatstudentshaveunderstood

theinstructionstoataskoractivityyouhaveset.Contrast:

ConceptChecking

111

Intonation Meaningfulchangesofvoicepitchinaword,phraseorsentence.

The“music”partofphonology.Americansoftenreferto

intonationas‘inflection’.

Lead‐in Theintroductiontoyourlesson(ortoanactivitywithinyour

lesson),whereyouintroducethetopic,generateinterest,get

studentsthinkingetc.

Lessonaims Whatthestudentswillbeabletodoattheendofthelessonthat

theycouldn’tdoatthebeginning(oratleastnotaswell!)

Lexis Vocabulary,i.e.wordsandphrases.

LexicalSet Agroupofwordsorfixedexpressionsconnectedbymeaningor

form.Forexample,‘furniture’‘food’or‘adjectivesofsize’‘phrasal

verbswith“up”’.

MatchingExercise Awrittenexercisewherestudentsmatchgivenwordsand

sentenceswithappropriatepictures,definitionsetc.

Meaningful Anactivityismeaningfulifstudentscannotcompleteitunless

theyunderstandthemeaningofwhattheyaresayingorwriting.

Contentisimportant.Repeatingsentencesyoudonotunderstand

isnotmeaningful!Changingpresenttenseintopastorpassive

moodintoactiveisnotmeaningful.Contrast:Mechanical

Mechanical Notinvolvingcommunication.Repetitiondrills,makingpositive

sentencesnegativeetc.aremechanical–focusingonformand

pronunciationbutnotmeaning.Contrast:Meaningful

Metalanguage Thelanguageusedtotalkaboutlanguage.Forexample,theword

‘verb’isanitemofmetalanguage.

MFP Meaning,FormandPhonology:thethreeareasyouhavetocover

whenpresentingnewlanguagetostudents

ModelorMarkerSentence Asentenceshowingalanguageiteminitstypicaluse.Newitems

areoftenpresentedandinitiallypracticedusingaModel

Sentence,particularlywhendoingaSituationalPresentation.

NOTE:Amarkersentencedoesnotnormallydefineorexplainan

item.Itsimplyshowstheiteminuse.

Monitoring Aftergivingdirectionsforapairorgroupworktask,teacherswalk

aroundtheroomtomakesurethatstudentsunderstandthe

activityandaredoingwhatwasasked.Itisalsoawaytoassess

progressandlistenforerrorsthatcanbecorrectedlater.

112

Narrative Awrittenorspokenstory.

OHP OverheadProjector.

OpenClass Whenthewholeclassislisteningtoonestudentortotheteacher.

Thefocusisontheteacher,whoisleadingthestageofthelesson.

Seealsoteacher‐centered.Contrastwithstudent‐centered.

OpenQuestions SeeWHquestions.

PairWork Whenpairsofstudentsworkonataskatthesametime.The

focusisstudent‐centered.

PeerCorrection Promptingastudenttocorrectanother’smistake–perhapswhen

self‐correctionhasbeenunsuccessful.

Personalized Anactivitywhichinvolvesstudentstalking/writingabouttheir

ownlifeexperiences.

Phonology Thestudyorpracticeofsounds,intonationandword&sentence

stress.

PhrasalVerb Averbandparticle(prepositionoradverb)whichcombineto

produceameaningdifferentfromthemeaningsoftheverband

particleseparately.Forexample,‘torunupabill’or‘togetaway

withsomething’.

PPP Theintroductionofalanguageitemthroughaprocessof

Presentation–Practice–Production.SituationalPresentationisa

typeofPPPlesson.Inthisframework‘practice’means‘controlled

practice’and‘production’means‘freerpractice’.

Presentation Thefirststagesof“teaching”anewitemtostudents.Itisusually

followedbypracticeactivities.

ProductiveSkills Speakingandwriting.Contrast:ReceptiveSkills

Prompt Aword,mime,gestureetc.whichelicitsanitem,etc.from

students.

Pronunciation Howawordorsentenceissaid–thesounds,stressand

intonation.

Realia Theactualobjectusedtoillustratemeaning.Forexample,ifyou

areteachingdifferenttypesoffruit,youcouldbringinrealia:

bananas,oranges,applesetc.

113

ReceptiveSkills Readingandlistening.Contrast:ProductiveSkills

Review Briefre‐presentation(andpractice)ofanitemwhichyouthinkor

knowthestudentshavepreviouslylearned.Contrast:

Presentation

Roleplay Theactingoutofadialogueorconversation,basedonsome

(usuallysituationalorfunctional)prompts.Itusuallyprovides

eithercontrolledorfreerpractice,dependinghowmuchstructure

andguidanceareprovided.Usuallyroleplaysaredoneinpairsor

groups.Theyarenotnormallythenactedoutinfrontoftheclass.

RunningCommentary Whenateacher“thinksoutloud”inclass,causingunnecessary

TTT.Itisusuallysaidveryquicklyandquietly,orcomesinthe

formofan‘explanation’thatstudentsusuallydonotneedor

understand.Examples:“OK,sowedon’thavetimetodowhatwe

weregoingtodo,butI’mgoingtogiveyouguysahand‐out.It’s

probablytooeasyforyouandIshouldhavechosenadifferent

one,butjustgoaheadanddoitanyways,andit’snotaverygood

photocopy,but….”

Self‐correction Promptingastudenttocorrecttheirownerrors,ratherthanthe

teacherprovidingthecorrection.

SituationalPresentation AtypeofPPPlesson,wheretheteacherbuildsupacontextusing

pictures,prompts,questionsetc.,andthenelicitsorgivesamodel

sentencethatincludesthetargetlanguage.Aftermeaning,form

andphonologyhavebeenhighlighted,thelanguageisthen

practiced.

Skills Languageskillsarehowlanguageisused.Speaking,Writing,

Reading,Listening(seeReceptiveandProductiveskills)

Stage A‘part’or‘phase’ofyourlesson.Mostlessonsconsistofseveral

differentstages.

Stress Theemphasisplacedonasyllableinaword(=wordstress)orona

wordinasentence(=sentencestress).Wordstressandsentence

stressaretwocomponentsofphonology.

Student‐centered Anyapproachwhichencouragesstudentstoparticipatefullyin

thelearningprocess,andwhichfostersautonomouslearning.A

student‐centeredlessonmeansthefocusisonthestudents,

throughpairandgroupwork,elicitingetc.

StudentTalkingTime(STT) Theamountoftalkingdonebystudentsinclass.Inalanguage

classroomthisshouldALWAYSbehigherthanTTT.

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SubstitutionDrill Atypeoforalcontrolledpractice.Theteachergivesamodel

sentenceand,afterdrillingthischorallyandindividually,prompts

studentstochangespecificwordsinit.

Systems Thesystemsoflanguageareknowledgeofhowthelanguage

works–whatitmeansandhowit’sused.Thelanguagesystems

aregrammar,vocabulary,functionallanguageandpronunciation.

Tapescript Thetranscriptofalisteningtextthatusuallyappearsattheback

ofthestudents’textbook.Usefulforplanningpurposes.

TargetLanguage Thelanguageitem(s)youareaimingtoteachinalesson.For

example,ifyourlessonaimistoimprovestudents’knowledgeof

thepastperfect,thenyourtargetlanguageisthepastperfect.

TaskBasedLearning Arelativelynewapproachtoteachinglanguagewhichinvolves

takinga‘task’asastartingpoint,andthenraisingstudents’

awarenessofthelanguagerequiredinordertosuccessfully

performthetask.

TeacherTalkingTime(TTT) Theamountoftalkingdonebytheteacherinclass.Toomuchisa

badthing,especiallyifit’sextraneous(seeRunningCommentary

forexample).Contrast:StudentTalkingTime.

Test‐Teach‐Test Apresentationapproachwheretheteacherfirstcheckstosee

whatstudentsalreadyknowaboutalanguageitem,oftenby

doingsomesortofpracticeactivity.Theteacherthenpresentsor

clarifiestheaspectswhichthestudentshaveproblemswith.

Furtherpracticeofthelanguageitemthenoccurs.

Teacher‐centered Whenthefocusofthelessonisontheteacher,notthestudents.

Whileofcourseitisnecessaryforthefocustobeontheteacher

atsomepointsinthelesson,itshouldn’tbethefocusthroughout

theentirelesson.Toomuchisabadthing.

Text Apieceofreadingorlistening.

TimeLine Avisualrepresentationofatense;usedforhighlightingmeaning,

orconceptchecking.

Warmer Ashortactivityatthestartofthelesson,beforetheteacher

movesintothemainpartoftheclass.Awarmercanbeconnected

tothegeneralthemeoftheday,orcouldbesomething

completelyseparate.

WC NotWaterClosetbutWholeClass.WCFB=WholeClassfeedback.

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WH‐Question Aquestionstartingwith“Who,”“Where,”“What,“How”etc.

Oftenreferredtoasanopenquestion,astheanswercanbe

extended.Contrast:Yes/NoQuestion

WrittenRecord Thestageinyourpresentationwhichinvolveswritingtheform

ontothewhiteboardforstudentstocopy.It’snotalways

necessarytodothis–aphotocopyoranoverheadtransparency

alsoworks.

Yes/NoQuestion AquestionwhichrequiresaYes/Noanswer.Forexample:“Doyou

smoke?”“Canyoudrive?”“DidyouwatchTVlastnight?”

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7.CELTA‐SpecificGlossary

Thefollowingareallbitsofjargonyouwillencounteroverthenextfourweeksspecifictothis

course.You’llquicklybecomefamiliarwiththem,butit’susefultohavealisttoreferto.

Assessor UniversityofCambridgerepresentativewhowillcometocheck

thecourse(duringthelasttwoweeks)

Assignments Refersheretothefourwrittenassignmentsyouhavetodo

Bluebook Theofficialbookletwhereyourecordlessonstaught,classes

observed,andwherewetrackyourprogress.Socalledbecauseit

isindeedblue.AlsocalledCELTA5.Keptinyourportfolio.

CELTA5 SeeBlueBook.CELTA5isso‐calledbecausethereare4other

administrativedocumentsfromCambridgethatprecedeit.

Feedback Comesintwoforms:oralandwritten.Oralfeedbackisdiscussion

ofyourlessons.Writtenfeedbackiscommentsinwritingonyour

lessonsandalsoonyourassignments.

FrontPage Whenyousubmitalessonplanorawrittenassignmentthereisa

‘frontpage’thataccompaniesit.Besuretoattachafrontpage,as

thisiswheretrainerswritetheircommentsandgrades.

Guidedlessonplanning Thetimefrom9‐9:30orfrom3.30‐4pmwherethetrainerswillbe

availabletohelpyouwithyourlessons.

Input Theseminarsandworkshopsthattakeplaceinthemornings.The

partwhereweteachyou.

Portfolio Thebinderyouwillbuildupandmaintainduringthecourse.

Containsyourlessonplans,yourassignmentsandyourCELTA5.

Procedurepage Thestep–by‐steppartofyourlessonplanwhichcontainsstage

aims,detailsoftheprocedure,timingandinteractionpatternsof

yourlesson.

ProgressReports Therearetwo(andifnecessarythree)oftheseduringthecourse.

Thefirstiscompletedbyyourtutorsattheendofweekone,the

secondiscompletedattheendofweektwo,andisaccompanied

byatutorial.

Self‐evaluation Thewrittenpost‐teachingreflectionyouwriteafteryouhave

finishedyourlesson.

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TP TeachingPractice.ThepartoftheCELTAdaywhenyouarethe

teachers.

TPPoints Thedetailsofwhatyouareteaching,whichorderyouare

teachingin,andsuggestionsonhowtogoaboutplanningyour

lesson.Asthecourseprogressesandyoubecomemore

independent,thesearewithdrawn.

Tutorial Aone‐on‐onemeetingheldwithyourTPtutorduringweek2of

thecourse.Asecondtutorialwillbegivenattheendofweek3if

necessary.

WehopeyouenjoyyourCELTAcourse.

AllthestaffatTeachingHouse.

www.teachinghouse.com www.myteachinghouse.com

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