Neither of the texts and their contents are likely to come as a really big surprise to us – therefore we are able to read more effectively and efficiently. If there are no words in the text which we feel it is essential students need to know – we may skip this step. When we have finished writing something in real-life, the chances are we are going to go through it, and at the very least check we have spelled things correctly, punctuated correctly and made sure that our ideas make sense. In both reading and listening in the real world, we frequently come across unknown words – but we have strategies to deal with them so that we don’t miss important information in the text while we are fixating about what may be a relatively unimportant but unknown word. This does of course mean that as teachers we need to be well enough prepared to be flexible, and be very aware of the potential problems an area of language may cause our students, so that we are ready and able to help them. Anyone applying for a CELTA course might find this document useful. Elements such as particular language points / vocabulary and layout are examined when we are taking a product approach to writing. CELTA is awarded to candidates who have completed the course and who have met the assessment criteria for all written and practical assignments. A framework for planning a listening skills lesson: Controversies in Business English: Course planning: Designing Business English programmes 1: Designing Business English programmes 2: Designing Business English programmes 3: English Learning Circles - a path to learner independence: Find the gap - increasing speaking in class: Grouping students If we had read the news article on the bus, we might tell someone about it when we got to work, or express our opinion on the matter in a conversation. What is our reason for reading each text? Most learners will have had at least limited exposure to most language that they are going to study at their level, before we decide to actively deal with it in the classroom. Let’s start by thinking about two kinds of reading text that most people will probably have read at some point; a news article (whether online or in the physical paper) and a menu. Before the course A month is a very short time to learn something, but I really learnt a lot from this course. Test-Teach-Test turns this on its head a little bit. We want them to see the language in its ‘natural habitat’ – in context. Here then, the teacher would clarify the meaning of the language (always meaning first) for the students, and the pronunciation and form. A unique combination of theory and practice gives teachers the essential knowledge and hands-on teaching experience to teach English competently in various contexts. Aim: for students to practise organising ideas in a logical manner appropriate to text type. A helpful task then, might be for students to match a heading to the paragraph content. As described above – hopefully we have seen some improvement in understanding and accurate use of the target language, and that being the case, we would use the remaining time to work on fluency with the language through freer practice tasks. When we read any text in real life, we have a reason to read. The case of the covering letter, it could be planned together, but because students would be writing very specifically about themselves, the final writing task might be best done alone. Spend a couple of minutes thinking about how listening lessons might differ, then read on. For a vocabulary lesson… We therefore want to give students practice doing the same things. Imagine a situation. In my opinion, this was the easiest of the 4 … Scanning is moving quickly across the text looking for a particular thing – like when we scan the horizon, then stop when we see something on that horizon that’s of interest. Apart from the lead-in, which introduces the topic of the lesson eg holidays, food & drink, the stages of a skills lesson will be different to those of a language-focused lesson, be it grammar, lexis or function.. For this reason, most writing lessons have elements of both approaches, appropriately balanced based on the text type, and this is the way it will be considered below. If we begin by telling students they are going to write, we may demotivate some students who feel like writing is a difficult or uninteresting. For example, will we read at the same speed, read the same amount of text etc? So in the classroom and in the staging of our receptive skills lessons, we want to try and replicate the purpose of reading. Now it’s time to get student using the language, at this stage focusing on accuracy. Abstract This is a 60 minute speaking and listening lesson plan. Again, this corresponds with a top-down way of processing information – looking at the big picture first. In the doctor text, we could for example, ask true or false questions. Aim: for students to develop their ability to self- correct and assess their written work. Experienced teachers will probably hate me for saying this, but the most effective approach to teaching a grammar lesson on the CELTA would be PPP: Presentation, Practice, Production. CELTA … Each phase of the lesson is clearly annotated. At beginning of this course, I thought it was enjoyable, because I was learning new teaching techniques. 6 Lesson length: 40 min Main aims: To develop writing fluency through writing a complaint letter To practice and develop recognizing differences in register by comparing informal speech with formal writing Subsidiary aims: To practice and develop intensive reading skills in the context of a complaint letter For this lesson: When we work on reading in the classroom with students, we want to try and help them read more effectively and efficiently in English, and one way to do that can be to replicate the way they read in their own language through our lesson staging and choice of tasks. When we are satisfied that we have helped students as much as we can, just like with the other approaches, it’s time to get them using the language. Of these three, we always want to deal with meaning first. In this case, we have employed top-down reading skills. (This stage will follow the task cycle. Now we need to link to the lead-in and begin building up a situation. For this, we can introduce an initial task that gets them to make contact with the text and see generally what it is about, but does not at this stage make them focus on specific language or too much detail. In more traditional methodologies, when teaching language, particularly grammar, a teacher might present students with several unrelated examples of this language and then go on to ‘explain’ or tell students about it. Click to share on Twitter (Opens in new window), Click to share on Facebook (Opens in new window). We also want to avoid playing the recording over and over again. We then get quick open class feedback. Grammar, reading, vocabulary, speaking. We specialise in Business English, IELTS Preparation Academic & General, English Pronunciation & French Conversation. When students do this kind of task, they will first need to scan, to try and find the area of the text containing the relevant information, but they will then, in addition, need to read more carefully to extract greater meaning; perhaps inferring meaning, or interpreting elements of the text. When we have done this, we can either set further reading tasks first, or we can move directly onto tasks which pull the language out of the context so students can start examining the meaning, form and pronunciation of that language. When conducting feedback, ensure questions which students got wrong are clarified – identify where the information was in the text and make sure students know why the answer is what it is. ***** This course comes with 52 free speaking activities, as well as sample lesson plans and writing assignments ***** Whilst CELTA is an entry level teacher training course in English language teaching, the contents of the course and the teaching practicum can be quite daunting. For that reason, we set an initial task that is general in nature. CAMBRIDGE ESOL CELTA LESSON PLAN Name: Clive Elsmore Date: 19 Apr 2012 TP No: 6 / Stage 6 Level: Pre Intermediate Lesson Focus: Grammar, Reading, Writing, Speaking, Listening, Vocabulary. Are there any particular phrases you’d be likely to use in this letter? He is currently doing his MA in ELT distance course at […] Abstract This is a 40 minute writing practice lesson plan. Here, a task to help them notice and use this language might be that they read the text and add words with positive meanings and expressions to one column of a table and negative words and expressions to the other. We want them to have a general understanding of the content of the text, before we start focusing on the particular language used in it. This doesn’t mean we are going to teach them every word they may not know (we want to help students become more comfortable with dealing with unknown words – and will discuss this skill later), but that any words or phrases in the text that are essential to overall understanding should be taught before they read. At this stage of the lesson then, we built in time for feedback. It’s also worth noting that just because it’s a writing lesson, it doesn’t mean we can’t incorporate a good amount of interaction and student talking time – we can! It would be useful for students to look at a model text so they know how to set out the letter. We can do this by setting another reading task where the answers are all examples of the TL, or by asking students to go back to the text and underline all the examples they can find. Introducing yourself — Shruti Fernandez 11. You’re in the classroom, and the aim of the lesson or stage is focused on speaking skills. We now provide students with the opportunity to use what they gained in looking critically at their work, to make changes, and produce a final ‘best’ version. However, one of the dangers of this approach is that it can be rather dry and decontexualised – so we are going to show how one can be included, and how we can strive to maintain some context when using this approach. Another type of reading sub-skill we may employ, is to scan for specific information. When we focus on the skills of writing, we are taking what could be called a process writing approach. With a text such as the menu – this may not always be necessary, but we might look at this text in a very quick way first in some circumstances. On a CELTA/Trinity TESOL course a plan is … For a summary of stages, which could help with lesson planning, see Skills – Lesson Staging. CAMBRIDGE ESOL CELTA LESSON PLAN Name: Clive Elsmore Date: 29 Mar 2012 TP No: 5 / Stage 2 Level: Upper Intermediate Lesson Focus: Grammar, Reading, Writing, Speaking, Listening, Vocabulary. – Introduce and practice descriptive adjectives (topic related vocabulary). Again, not every text lends itself to this kind of task, so we would choose to do it, only where a text contains the kind of facts as described above. In practice, and with more time than you get during a CELTA lesson, certain tasks might be extended … The plans are suitable for learners of all levels and can be easily adapted by IELTS teachers to suit the needs of students. (optional, depending on suitability of text). It’s important here to give students a clear task. There are seven general lesson types based on the four language skills (reading, listening, speaking, and writing) and three system frameworks (Present-Practice-Produce (PPP), Test-Teach-Test (TTT), and Text-based) that can interchangeably be used for the three main language systems: vocabulary, grammar, and functions.. In other circumstances, with the covering letter, our purpose is to try and get an interview, and the audience is our potential employer. Now we need to establish that all of this is related to the past, so we could write a date from a few days previous about the plane. Now imagine that you are applying for a job and need to write a covering letter to accompany your CV. This gives more purpose and a greater sense of completion than simply reading. What your primary aims and secondary aims are develop gist and inten- sive listening skills learners! First thing we want students to look out for – for example, they listen and complete and we... 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