CELTA … 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: In my career thus far I have worked in multi-disciplinary teams, made daily … This will help you define what your primary aims and secondary aims are. So, with TTT we need a combination of preparation, prediction and flexibility. This layout would be useful for students to apply to their own writing. It’s the qualification most often requested by employers; three out of four English language teaching jobs require a CELTA qualification*. Spend a couple of minutes thinking about how listening lessons might differ, then read on. Not all teachers include a lead-in in a Test-Teach-Test lesson. However, they have not yet had time to think about what. In a formal letter for example, you might focus on where addresses go, or what greetings are used. In many cases, students may have been operating in their first language up until the minute they enter the classroom. We need to lead them into the lesson … Once we are sure students understand the meaning of the language and why we use it, we can work on pronunciation through highlighting and drilling, and on form. Example of a CELTA lesson plan 1. Examine the kind of spoken or written text you want to students to work towards and include appropriate language / layout focused stages. If, during the Test and in the Teach stage not too many problems or difficulties were revealed, then the teacher need not spend too long. The CELTA course is now also available in blended learning format, combining flexible self-study with online tutor support and practical teaching experience. But there is an argument in the classroom for getting students to read quickly, the first time they come into contact with a text – just to get an overall picture of what is going on. 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. 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. In the classroom, we also want to give students some kind of an audience and feedback. When we read any text in real life, we have a reason to read. See below for an alternative. Lesson Aims: – To develop speaking skills by discussing the topic of describing physical appearance and characteristic traits of someone they know. Now it’s time to get student using the language, at this stage focusing on accuracy. Written in October 2010 while instructor was studying for his Certiﬁcate in English Language Teaching to Adults (CELTA… CELTA Assignment 1: Lessons from the classroom A. I think my main strength is that I like interacting with people. We visited a large square, or Placa in Spanish, then we went to see Gaudi’s cathedral – which was amazing – ! For example, we might note that students could complete the gap filling exercise well with the regular (ed ending) past simple verbs, but had trouble with the irregular verbs. This is sometimes called a gist question. NB1: always set the task (the reason for reading) before telling students to read, NOT asking them to answer the question after they have read – otherwise they will not be reading in the way the task is designed to make them. Rather than telling students what they should do, we keep the lesson more active and student centred by using tasks that get them to focus on these things. 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. We also want to avoid playing the recording over and over again. Lesson No. See if you can identify the similarities in staging as we look at this lesson type. During the first two weeks of my course, I taught 4 x 45 minute lessons to an elementary class of students and then in the final two weeks, I taught 4 x 45 minute lessons to an upper intermediate group. Here then, the teacher would clarify the meaning of the language (always meaning first) for the students, and the pronunciation and form. CELTA Assignment 4-Lessons from the Classroom 1. 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. For example, you might start with something like, ‘I am writing in response to your advertisement for…’. Lesson Frameworks. The degree to which we go either way may depend on the kind of text we want students to write and the amount of time available. However, there are some practical differences we need to consider. Often when reading in another language, people tend to change the way they read, and instead of doing the kind of things described above – they begin to go through the text slowly, examining every word and faltering the minute they come to some vocabulary they don’t understand. If we still feel that students need more work on accuracy and using the language correctly we would insert further controlled practice in after the Test and before the freer practice. 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. It’s important here to give students a clear task. For example, if the text were a bus timetable – we don’t need to skim it to get a general idea of what it is about! The first thing to avoid on your first teaching practice, or in TP1 is: … From there we could try and elicit, ‘He flew to Spain’ by pointing at the plane and the date. Don’t wait until the last minute, and use your weekend time wisely. It aims to develop gist and inten- sive listening skills in the context of achievements. In the grammar lesson, (a language lesson), we are hoping to improve students’ spoken communication using a particular grammatical structure. Facebook Comments Alexander MakariosAlexander has been an English language teacher for 14 years, during which he has taught in a variety of teaching contexts. You tell students what you want them to talk about, and then…nothing really happens. 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. For this reason, Test-Teach-Test seeks to find out what it is they already know / can do and help them with the parts that they don’t know / can’t do. Aim: for students to develop their fluency on the topic of the text, and give them the opportunity to react to the content. Not if you want the job! Here are some tips for writing your lesson plan on the CELTA: Aims: Think about what you would like your students to achieve by the end of the lesson.Try to focus on “By the end of the lesson, students will be able to …”. This method of presenting language is very similar to the previous, but this time the context in which the students first encounter the target language is a situation rather than a text. Aim: to get students engaged and interested in the lesson, to begin creating a context for the writing task and to activate known vocabulary. Remember: 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. Why do you think this is? 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. If the first thing we say in the lesson is, ‘Today we’re going to learn about the past simple”, we may immediately turn off many of the learners who perhaps have negative preconceptions about learning grammar. Now we have the students looking at several specific examples of the language and we need to deal with the big 3 (MPF). You tell students what you want them to talk about, and then…nothing really happens. Not much speaking … We could then do a short final feedback slot on any good language / common errors and find out which phone was the most popular. In the case of the review, maybe the layout is such that there is a short list of facts, for example the phone model, brand, cost and main features, followed by a short paragraph of ‘pros’, a short paragraph of ‘cons’ and a brief summary and recommendation. Aim: for students to practise and develop their ability to skim a text, reading quickly for overall understanding. In this example, we could ask students to read quickly (less than one minute) and answer the following questions. ), Practice – using the language – now continues, moving more towards improving fluency and students having the freedom to make choices about the language they use. Both these activities give students opportunities to react to content, to recycle language they may have come across in the text and to develop their fluency. Always make the purpose and audience clear and set a clear task near the beginning of the lesson. This lesson plan works well on its own, but I have used it to complement Unit 2 of the course book New English File Upper-intermediate. 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. The answer is meaning, and we can help clarify it by using concept checking questions and perhaps a timeline. 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