British Council CELTA input materials for teacher training
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British Council CELTA input materials for teacher training

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This is a sample of the kinds of materials you will be receiving during the input sessions on the CELTA course.

This is a sample of the kinds of materials you will be receiving during the input sessions on the CELTA course.

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British Council CELTA input materials for teacher training British Council CELTA input materials for teacher training Document Transcript

  • CELTA course – Intro to TEFL: Learning / Teaching Classroom arrangements Page | 1 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
  • CELTA course – Intro to TEFL: Learning / Teaching Roles of the teacher and ways of learning languages – traditional and modern less more Page | 2 © Learning Teaching Jim Scrivener Macmillan ELT 2005 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Page 2 of 8
  • CELTA course – Intro to TEFL: Learning / Teaching roles of the teacher – depends on stage of the lesson / course Page | 3 facilitator motivator questioner co -participant     planner TEACHER ROLES organiser/ manager assessor resource Think of 3 ways to motivate ss: Think of 3 things you organize/manage in the classroom ss: Think of 3 things ss may ask you about as you act as resource: Think of 3 types of questions you ask ss: The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Page 3 of 8
  • CELTA course – Intro to TEFL: Learning / Teaching Using questions as a teacher –e licitation (and checking) techniques Page | 4 CLARIFICATION OF LANGUAGE Checking MEANING with CCQs (grammar) 6. Do you understand? Do you know this? 7. Do we know when the action started? 8. How do we use the present perfect? Checking MEANING with CCQs (lexis) 9. Does ‘hectic’ mean busy or very busy ? 10. Does anyone think they know what this word means? Can you tell me? Highlighting/labelling FORM (grammar) 11. How do we form the present perfect? 12. Which verb is the auxiliary verb? Highlighting features of PRON (lexis) 13. Look at this word – what do you notice about it ? 14. Listen, “half”- which letter is silent? CHECKING INSTRUCTIONS (ICQ) 0. Will you be speaking or writing in this task ? 1. What do you have to do ? OPEN CLASS FEEDBACK 2. Tell us one thing your partner said to you about their favourite animals? 3. Who can tell me something? 4. What’s the answer to number 2, (pause) Sylwia ? 5. Sylwia. (pause) What’s the answer to number 2 ? The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Page 4 of 8
  • CELTA course – Intro to TEFL: Learning / Teaching MONITORING – why is it vital? Page | 5 to build rapport on a one-to-one basis to show concern for the ss learning to check if ss are on-task to check if ss understood instructions for the task to possibly repair instructions to gather prompts in readiness for the feedback stage to correct errors if an accuracy-focussed stage to collect errors if a fluencyfocussed stage to facilitate ss who are stuck or doing the task inefficiently to check the level of challenge to check pace and timing to motivate ss to do well by giving praise and encouragement to scan the class for fast-finishers to give partial feedback so ss can re-do parts to act as resource for the ss to decide when to end the activity and start OCFB e.g. OK guys thank you ! The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Page 5 of 8
  • CELTA course – Intro to TEFL: Learning / Teaching UNIVERSAL LESSON SHAPE Page | 6 WAYS TO GENERATE INTEREST/ ENGAGE  SIGNPOST TOPIC – eg fashion crime food not grammar/vocab/reading climate travel  VISUALS + QUESTIONS – have ss chat in pairs  PERSONALISE: give your view - have ss chat in pairs  Show a VIDEO with questions  BRAINSTORMING ideas/language  PUZZLER  ICEBREAKER The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Page 6 of 8
  • CELTA course – Intro to TEFL: Learning / Teaching 12 BASIC DO’S & DON’T’S 1. __________ALLOW PAIRWORK/GROUPWORK BEFORE OPEN CLASS FEEDBACK 2. __________MONITOR EVERY PAIRWORK/GROUPWORK moving round room 3. __________ ASK THE GROUP A QUESTION, THEN NOMINATE 4. __________GET SS FIGURING OUT LANGUAGE RULES FOR THEMSELVES 5. __________ASK SS WHAT WORDS MEAN 6. __________PROVIDE MORE TIME FOR PRACTICE THAN PRESENTATION OF LANGUAGE 7. __________HELP SS WITH PRONUNCIATION BY DRILLING 8. __________EXPLAIN THE RULES OF GRAMMAR TO SS 9. __________ ASK SS TO EXPLAIN THE RULES OF GRAMMAR TO YOU 10. __________ANALYSE THE TARGET LANGUAGE YOU PLAN TO TEACH BEFORE THE LESSON BY RESEARCHING IT in e.g. a grammar reference 11. __________ ANTICIPATE POTENTIAL STUDENT DIFFICULTIES 12. __________ SIT DOWN DURING FEEDBACK WHEN POSSIBLE The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Page 7 of 8 Page | 7
  • CELTA course – Intro to TEFL: Learning / Teaching features of an effective & enjoyable lesson – 4 areas to bear in mind Rapport    EYE CONTACT   SMILE  BODY LANGUAGE (YOURS/THEIRS)  NAMES  VOICE – varying according to role  SENSITIVE / TOLERANT  HUMOUR  NOTICING IF SS CONCERNED/ CONFUSED Classroom Management ATTENTION-getting ATTENTION directing SIGNPOSTING aims / direction LINKING parts of lesson start + stop: STAGES - Learning Opportunities - SETTING UP tasks - ICQs MONITORING – front/back FEEDBACK : nomination/ signals SYSTEMS grammar lexis pron functional - lesson shapes: [PPP/TTT/TBL] SKILLS RECEPTIVE – listening / reading PRODUCTIVE – speaking /writing lesson shapes: PRE-/ while / POST Student involvement o INITIAL BROAD ENGAGE STAGE o PERSONALIZATION -bridging topic to ss’ lives & GENERATING INTEREST o ENERGY & stimulating MATERIALS o variety of INTERACTION PATTERNS : s-s / s-s-s / T - sss / mingling o ELICITATION NOT TELLING / not spoonfeeding - Starting on time Using timelimits Using timechecks Finishing on time - SEATING ARRANGEMENT e.g horseshoe, islands, rows REGROUPING/ RESEATING CHANGING INTERACTION TEACHER POSITIONS - o level of CHALLENGE and PACE o GUIDED DISCOVERY approaches - s-centred approaches o maximizing STT / limiting TTT o MOTIVATING / PRAISING chesting/mapping organise handouts with paperclips/ slips or cards in envelopes exploit IWB fully adapt materials to suit ss The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Page 8 of 8 Page | 8