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One way of doing this, for example, is to adapt some tasks so that they anticipate forthcoming teaching practice points, or to choose, as example material, extracts from the coursebooks the trainees are using in their TP. Likewise, opportunities to recycle themes that have been dealt with at an earlier stage in the course should be exploited.
For example, when dealing with an area of language awareness, such as tense and aspect, there will be opportunities to review approaches to grammar presentation and practice.
To this end, trainers are recommended to include demonstrations of classroom procedures in the sessions, where the trainees experience classroom techniques as learners, and reflect on their experience.
Many of the tasks in the book can be substituted with actual demonstrations and these opportunities are flagged in the Trainer's Manual. Typically, this organisation will take the form of pairwork or small-group work, followed by some kind of report-back stage.
It is important that the training should take place in a space that is conducive to a variety of different formations and interactions. But reflection can be built into the course at other points too. For example, after trainees have experienced an activity as if they were learners, they can then reflect on their experience in order to extrapolate principles that might apply when setting up the same or similar activities as teachers, A good idea, on Day 1, is to give the trainees a light-hearted quiz about the course, its administration, and about your institution, They can answer this individually and then compare in pairs or groups.
Alternatively, it could be done as a race with groups competing with each other to finish it first. They should be allowed to consult their books and any other related handouts in search of the answers. A suggested quiz can be found in this book on page Trainers may of course want to design their own quiz material. Main focus Te ise awareness regarding the learners, thelr backgrounds, thelr level of comprehension and tuction. Learning outcomes sinees are aware of the diversity of learner purposes, goals, expectations, and degree of motivation.
Warm-up 5u could begin this stage by briefly relating a language learning experience of your own. At the end of the discussion, elicit examples of widely differing learning experiences. Trainees then identify the one that best matches each situation. You may like to do the first one with them.
Note that none of these terms is unproblematic, and that the point of the matching activity is to problematise them, to a certain extent. The next three questions introduce key concepts in language acquis 2 The nearest to a pure bilingual i. Since Kazankiran already speaks two languages, the addition of English will make her multilingual. The clearest instance of acquisition in these profiles is Maxim. Both Ning Wang and Kazankiran are attending classes, but they are probably also picking up English by virtue of living in an English-speaking context.
This is not the case with Carmen or Soni Kim, who are closer to the learning end of the spectrum. Mies started English at such an early age that he probably picked up i.
Those living in an English-speaking environment Kazankiran, Ning Wang, and Maxim will be getting the most exposure, but this may be limited, depending on the contact they have with English-speakers. Mies will also be getting a lot of exposure, although more to non- native speakers than native speakers perhaps.
Soni Kim is probably getting the least exposure, since Carmen probably already uses her English in her business dealings, and Lucia is attending classes both at school and after school. Alll of the case studies except perhaps for Soni Kim are users to some extent.
Even Lucia could be said to be putting her language knowledge to use, even if this is in a classroom context.
This suggests that labelling leamers as, simply, learners, masks the fact that many of them are already using English, maybe in ways that do not always reilect the content and pace of their formal learning. Motivation, isa rather personal attribute, and is not necessarily a result of having a clear purpose or motive for learning, although this certainly helps. The concept of partial competence may be sufficient for many.
Given the exam-orientation of the course he is attending, these expectations could be considered realistic. The new approach was more appropriate for Lucia than for Ning Wang. The number of questions will depend on the level of the classes, but, in any case, they should be quite broad, offering learners plenty of opportunity to speak. Eg, "Tell me about your English classes at school in If it is not possible for trainees to interview the students, the questions can be directed at you, as long as you know who will be in the teaching practice classes.
Multiple intelligences Note: As well as the intelligences listed, other intelligences, such as emotional intelligence, natural intelligence and spiritual intelligence have been proposed.
You could also point out that classroom activities involving movement and physical contact may not go down well in certain contexts 2 The activity is designed to foster interpersonal intelligence. There is also a kinesthetic element, perhaps, since it involves touch and movement.
You can make this task easier by suggesting that trainees consult their coursebooks to find activities that might match the different intelligences. Possible ways of exploiting these extracts include: A: demonstrating the use of word cards in class; asking learners to prepare their own and to show them to each other; testing each other; including a word-card writing and testing slot in each lesson, at least initially, until learners are in the habit.
B: distributing dictionaries and asking learners to work together to find the meanings and pronunciation of unfamiliar words; asking them to group words that rhyme, using the dictionary; using dictionaries to choose between similar words to fit a context, e.
Then, elicit as many different ways in which learners might have exposure to English, even in non-English speaking contexts, e. Trainees can use these lists to help brainstorm ideas in order to make suggestions for each of the questions.
Some possible ideas: a Read graded readers; magazines targeted at learners; literature written for English-speaking children or teenagers; short authentic texts about topics they are familiar with. Dudeney, CUP g Use pronunciation materials; join an English-speaking club; have a conversation exchange with an English speaker who wants to learn your language; record yourself speaking, etc.
Points that might come up are: DO. Warm-up The aim of this section is to get leamers to think about what may happen in the lesson and to al anticipate some of the techniques and procedures that may be used. The tainees could talk to each other in small groups about their experiences before reporting back in open class. It is important that whoever teaches the lesson feels comfortable with what they are doing.
The lesson does not necessarily have to be taught by one of the trainers on the course. The lesson should be predominantly in the target language. Learners should be given the opportunity to speak and to interact, as far as possible.
The teacher may want to correct some errors in order to provide a model of error correction for trainees. The teacher should maintain a natural speaking voice and speed of delivery, even if using simplified language. Lesson1 Aim: What's your name?
My name is By now the trainees will have heard What's your name? Gesture that trainees should copy this down. Ask the same trainee to ask the question — this time directing it to another class member.
Ask them to mingle around the room asking and answering the question as many times as they can. Ask one or two trainees the question, What's your name? For each person you need the flag which represents their country.
Use the flags to teach the vocabulary of the countries. You could use both individual and choral repetition. Write the new words on the board.
Drill the question Where are you from? Give out the pictures and the corresponding flag. Ask them where they Teacher: What's your name? Trainee: Kylie Teacher: Where are you from? Trainee: Australia Set up some pairwork to practise this routine.
For example: Lesson2 Aim: I like Model the word. Re-elicit the word and write it on the board. For example: Teacher Don : Ilike Guinness. Do you? Teacher: Guinness? This may allow trainees to speak more freely, less worried that they may make an implicit criticism of their teacher. The tainees are likely to be quite energised after their learning experience and the concentration it requires. You may like to have a short break say five minutes or so , or at least allow the trainees to discuss their feelings in a fairly unstructured way for a short time before focusing them on some of the questions given, if necessary.
How did the teacher end activities? If so, did you feel this was useful? Did you have to speak in front of the rest of the class? How did you feel? Were you able to ask for clarification? If so, what? Would you have liked more time to write things down? If so, what and how?
Was the amount of correction about right during the lesson? You might also like to encourage trainees to discuss the extent to which they actually used, or would have liked to use, English. They could also discuss whether the teacher used any English and if so, in what situations and for what purposes. Comparing languages Allow trainees to discuss this briefly in pairs before asking them to report back in open class.
For example, the length of time it may take learners to become confident with certain features of the language. How much they remember may depend on their motivation to remember unlikely to be great, as they have no real reason to learn the language. In order to remember, they would need to review what they have learned at home, look for opportunities to practise, and so on, You may like to focus the discussion of questions 2 and 3 by considering what specific things they could do or not do in teaching practice during the course.
You may also like to show trainees less aggressive gestures that could be used instead of pointing. Silence I people are to practise speaking they need to speak, for example during pairwork and groupwork, and this will create some noise. Hands up More appropriate to young learners than to adults.
For example, in 1 pairs in one row can turn to face pairs in the row behind them. Pairwork and groupwork maximise the opportunities learners have to use the language productively, giving lots of speaking opportunities. They also allow learners to practise without having to perform in front of the whole class, and this may help them to build confidence. In addition, pairwork and groupwork allow learners to use a relatively informal style, whereas some may feel the need to be relatively more formal if addressing the teacher.
Learners may be uneasy if they feel that the teacher cannot hear what they are saying and that a lot of errors are going uncorrected. Indeed, the idea of pair- and groupwork may run contrary to the expectations of some learners. Then, elicit as many different ways in which learners might have exposure to English, even in non-English speaking contexts, e.
Trainees can use these lists to help brainstorm ideas in order to make suggestions for each of the questions. Some possible ideas: a Read graded readers; magazines targeted at leamers; literature written for English-speaking children or teenagers; short authentic texts about topics they are familiar with b Listen to songs where the lyrics are available, watch videos with English subtitle short news reports from the internet, and read their associated news story.
Probably not; alternatives are learning words that come up in reading texts, or at least learning from lists of high frequency words such as the defining words found at the back of most learner's dictionaries. Dudeney, CUP Use pronunciation materials; join an English-speaking club; have a conversation exchange with an English speaker who wants to learn your language; record yourself speaking, etc.
A foreign language lesson This is obviously the most important part of the session. It is important that whoever teaches the lesson feels comfortable with what they are doing.
The lesson does not necessarily have to be taught by one of the trainers on the course. Lesson1 Aim: What's your name? My name is By now the trainees will have heard What's your name?
Ask them to mingle around the room asking and answering the question as many times as they can. For each person you need the flag which represents their country. You could use both individual and choral repetition. Write the new words on the board.
Ask them where they are from. Lesson2 Aim: like Model the word. Re-elicit the word and write it on the board.
For example: Teacher Don : [like Guinness. Do you? Trainee Jane : Sorry? Teacher: Guinness? This may allow trainees to speak more freely, less worried that they may make an implicit criticism of their teacher. The trainees are likely to be quite energised after their learning experience and the concentration it requires. You may like to have a short break say five minutes or so , or at least allow the trainees to discuss their feelings in a fairly unstructured way for a short time before focusing them on some of the questions given, if necessary.
How did the teacher end activities? If so, did you feel this was useful? Did you have to speak in front of the rest of the class? How did you feel? Were you able to ask for clarification?
If so, what? Would you have liked more time to write things down? If so, what and how? Was the amount of correction about right during the lesson? You might also like to encourage trainees to discuss the extent to which they actually used, or would have liked to use, English. They could also discuss whether the teacher used any English and if so, in what situations and for what purposes. For example, the length of time it may take learners to become confident with certain features of the language.
However, it is worth pointing out that by no means all difficulties or errors are caused by divergence between languages. How much they remember may depend on their motivation to remember unlikely to be sgreat, as they have no real reason to learn the language. In order to remember, they would need to review what they have learned at home, look for opportunities to practise, and so on.
You may like to focus the discussion of questions 2 and 3 by considering what specific things they could do or not do in teaching practice during the course. You may also like to show trainees less aggressive gestures that could be used instead of pointing. Classroom organisation 1 It might be worth pointing out to trainees that seating arrangements are sometimes beyond the control of the teacher. For example, in 1 pairs in one row can turn 10 face pairs in the row behind them.
I's likely that some activities were done in pairs or groups, but the purpose of each pair and group stage will depend on the lesson given, 2 Pairwork and groupwork maximise the opportunities learners have to use the language productively, giving lots of speaking opportunities.
They also allow learners to practise without having to perform in front of the whole class, and this may help them to build confidence. Learners may be uneasy if they feel that the teacher cannot hear what they are saying and that a lot of errors are going uncorrected.
Indeed, the idea of pair- and groupwork may run contrary to the expectations of some learners. Unobserved by the teacher, learners may resort to the easiest means of achieving the task, induding the use of their first language. However, most teachers tend to feel that the benefits outweigh these potential drawbacks. Use the pictures to help the trainees understand the most effective way of using the board. Grading language ir is important to point out that it is not necessary for learners to understand every individual word that the teacher says.
But it is important that the learners understand enough to comprehend the overall message. The advice centres on making language easier to understand because most trainees have more ciifficulty in grading language appropriately for lower-level learners than higher-level learners, where they can speak making fewer adjustments to their language.
A little extra decoding time after each phrase is likely o help comprehension more than pausing aftereach word. This will impoverish the input they seceive - learners pick up a ot of grammar from hearing itused. This may be more involving for the trainees. The second set of instructions is easier to understand. This should be very easy to spot. Teacher uses quite demanding vocabulary, e.
Teacher 2 checks understanding more effectively, e. You might also like to point out that it can sometimes be useful for teachers to check that learners have understood the instructions for a task by asking simple questions. Suggested answers: 1-d 3-b 4a 5—c 6-e.
Be ready to answer any other questions that the trainees may have. Allow the trainees to think about the prompts given. Or, if you are short of time, ask them to choose the point that they feel is most relevant to them. You could then put the trainees into small groups to share ideas and suggestions before asking them to report back briefly in open class. Check their understanding of some of the terms, and clicit examples of good advice. There is a lot of material in this unit. If your timetable allows, you may prefer to split it into more than one session.
Alternatively, concept-checking could be omitted here and covered during Unit 7, where it also occurs. It would also be possible to miss out the section on practising vocabulary, as this is also dealt with in Unit 8. Compare their ideas with those given below.
Knowing a word means correctly associating its form either spoken or written , and its meaning. In addition, knowing how to use a word productively means knowing both the written and spoken forms of the word i. Translation is not covered in the examples but is an option when teaching a monolingual class. You could spend a few minutes discussing the advantages and disadvantages of using translation. It is quick and easy for the learners.
It assumes that the teacher is fairly expert in both languages. It assumes that there is a direct equivalence between words in different languages, but this is not always the case. Having read the lesson transcripts, trainees could work in small groups to complete the table and answer the questions. Eliciting is dealt with in more detail in Section D. Howisthemeaning Isthespokenform Howis the written conveyed?
The trainees could work in groups to decide on the possible ways of teaching these words before reporting back to the class. There is no single correct answer, but some suggestions are given below.
If you are short of time you could give one set of words to each group in the class, and then ask a spokesperson to report to the whole group. In some cultures, a parent might smack a child. Generally eliciting is a useful technique. It may help the teacher to gauge the level of the class and will also involve learners more fully in the lesson. However, a teacher cannot elicit what is unknown to the group and must also have techniques for conveying meaning when the item is completely new to the learners.
Allow the trainees a few minutes to discuss their ideas in small groups before comparing with you. The prompts should be as transparent and as clear as possible. You could replace these words with ones that are likely to occur in teaching practice over the next few sessions. It may encourage learners to see words as having direct equivalents in other languages, whereas this is not always the case. Itis easy to think of sentences that do not demonstrate this. See below for details.
This could be done individually, with trainees checking with each other before checking with you. Questions a and d are not useful.
It may be worth highlighting at this point that good concept-checking questions are based on good language analysis. Trainees have to consider what could lead to misunderstanding and confusion and then focus questions on these areas. All the activities are intended as relevant and useful.
The key point is that trainees appreciate the need to provide practice activities. Not suitable for homework as it requires groups of learners and also monitoring by the teacher. Higher level groups will probably be able to speak for longer. Suitable for homework as learners can work individually. Make sure that they understand that one person from each group will have to teach the rest of the lass.
Three possible groups of words are given below, but you may prefer to choose vocabulary that will come up in future teaching practice sessions. When they have had some time to think about what happened and also to discuss it, conduct feedback with the whole class. You could close the lesson by using the optional activity. Optional activity Select a vocabulary activity from a current coursebook.
Ensure that there are enough copies for trainees to work in groups of two or three. Ask the trainees to analyse the material and answer the following questions. Is information given about how the words are used? How much practice is provided? When they have had sufficient time, ask the groups to report back to the class.
The language teacher can also tell people about grammar. Learners can be shown how grammar is used in context. Learners can read about grammar for themselves in reference books. Leamers can try communicating using the language they have and pick up grammar as they go along. Of course, learners may chop and change between preferred strategies.
Answers may vary, but it could be argued that the processes are similar and therefore the strategies may well be similar. Three presentations 1 Tell the trainees that you are going to demonstrate three short lessons at an elementary level, and explain that the trainees themselves will take the role of the learners.
For example, Next weekend I am going to play football. Or, Next winter I'm going to learn to ski. These are my plans. You use going fo with the infinitive: going to play, going to phone, going to learn. So, what are you going to do next weekend? Listen and watch me. I'm going to write on the board. What was the first sentence I said? Demonstration lesson 3: Teacher: [Draws person's face on board. What's he going to do? Everybody, repeat. He's going to fly to Paris, [Class repeats; teacher draws ticket in Jo's hand,] Has he got the ticket?
Where's he going to stay? Iwas not happy because we didn't usethe book'. Alan explained that itwas important to speak and not to worry about making mistakes. Sometimes we playgames and listen to songs. At school we do mainly grammar exercises, and there's nochance to speak.
Inthe evening classwe have discussions ingroups, orwe write astory together. Another difference isthat the teacher speaks to usonly inEnglish, but at school the teacher often explains things inItalian.
Ifthis isnot possible, write questions that your traine. Findout about their purposes, goals and expectations, andtheir previous language learning experiences.
Hold ihterviews with your learners: Compare your learners' responses. What arethe implications forthe wayyou teach this group? Describe two very different learners. One isto imagine two intersecting axes or clines:astudial-experiential axis, and apassive-active axis,asin the following diagram: studial A B passive active C D experiential Astudiallearner isone who prefers more formal study such asin classrooms over learning by experience such as through chatting with native speakers.
But, at the same time, a studial learner may be either active or passive in the way they study. An activestudiallearner TypeB , for example, would be self-directed, actively working out rules from examples and capable of working alone.
What kind of activities might they enjoy? Follow the example below. Multiple intelligences Another way of viewing learning style is in terms of different kinds of intelligence. Fuad Hasan. Kalliopi Sotireli. Nese Cabaroglu. Hossam Anwar. Abel Quintero. Log in with Facebook Log in with Google.
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Need an account? Click here to sign up. Download Free PDF. Ahmed Daif. Related Papers. Teaching English as a Foreign Language. From Theory to Practice Readings in Methodology Current trends in teaching second language vocabulary.
Education System in India: A Critique. Readings in Teaching Methodology. The teaching of speaking in the EFL classes of Greek state junior high school. Creating Internet-based lessons. Introduction 4 C language awareness 27 Introduction to language The learners and their contexts analysis 1 Who are the learners? Candidates can take CELTAfull time typically four to five weeks , or part time from a few months to over a year. Assessment is based on the candidate's overall performance at the end of the six hours.
The assignments each focus on one of the following areas: adult learners; language systems of English; language skills; classroom teaching. To be awarded the certificate, candidates must pass both components. A Pass is awarded to candidates who meet the criteria for a pass in both areas.
A Pass B is awarded to candidates who meet the criteria for a pass in the written assignments and who demonstrate a level of achievement significantly above that required for a pass in relation to teaching practice.
A Pass A is awarded to candidates who meet the criteria for a Pass B award and, in addition, demonstrate an awareness significantly higher than that required for a pass in relation to planning for effective teaching. It is designed to be used during course input sessions although some activities may be set in advance of sessions or as follow-up to sessions. The course consists of 40 units covering the topics on theoSample CELTAcourse timetable accessible on the Cambridge ESOL website , and extensive supplementary materiaL including advice on how to get the most out of teaching practice, a bank of classroom observation tasks, and a resource file that includes a glossary and recommendations for further reading.
From these units and activities, course trainers will select only those elements that meet the needs and syllabus specifications of their particular courses: it is not expected that trainees will do all the units and all the activities in the book, nor that they will necessarily do the units in the order presented in the book.
The CELTA Course is not only a coursebook: it also serves as an invaluable resource for post-course review and reflection. Thenwork in groups and compareyour answers.
Did you have a choice of language? If so, why did you choose that particular language? Was it, for example, for travel or business, or simply curiosity? Or did you have no real purpose? Or did you simply pick it up by using it? Were they met? What factors either raised or lowered your motivation? Did you achieve it? If not, what would you have done differently? Identifytheir reasons for learning Englishand answer the questions.
She also attends an English class twice a week in a local language school. She speaks Kurdish and Arabic and is attending English classes with a view to settling in Canada permanently. He lives and works in Australia and is learning English through contact with his workmates.
She is enrolled on an online course in order to prepare for a trip to the USA with her husband in the near future. Nearly"all of his classes at Utrecht University are conducted in English, a language he started learning when he was six. What are their reasons for learning English? Who is - or may one day be - multilingual? Whose is not? What is the difference? Who are already users of English, as opposed to simply learners?
Who the least? Maybe I would like to lose my strong accent, though. Besides, I don't have much time. Also, we didn't sit in rows, but In a half circle. I was not happy because we didn't use the book'. Alan explained that it was important to speak and not to worry about making mistakes. Sometimes we play games and listen to songs. At school we do mainly grammar exercises, and there's no chance to speak.
In the evening class we have discussions in groups, or we write a story together. Another difference is that the teacher speaks to us only in English, but at school the teacher often explains things in Italian.
Ifthis is not possible, write questions that your trainer may be able to answer. Find out about their purposes, goals and expectations, and their previous language learning experiences. Hold ihterviews with your learners: Compare your learners' responses. What are the implications forthe way you teach this group? Describe two very different learners. One is to imagine two intersecting axes or clines: a studial-experiential axis, and a passive-active axis, as in the following diagram: studial A B passive active C D experiential A studiallearner is one who prefers more formal study such as in classrooms over learning by experience such as through chatting with native speakers.
But, at the same time, a studial learner may be either active or passive in the way they study. An active studiallearner Type B , for example, would be self-directed, actively working out rules from examples and capable of working alone.
What kind of activities might they enjoy? Follow the example below. Multiple intelligences Another way of viewing learning style is in terms of different kinds of intelligence. Read this activity and decide which intelligence it favours. Students can also replacethe intervieweein the same way. A group member can do this at any time. Itry to make an come across a word I don't know, association with the word and the place on the map. Itry to read on a bit, to see if the meaning comes clearer.
For example, Learner A: repetition aids memory; production helps pronunciation. Learner training ideas are often integrated into course book materials. Use a dictionary or the wordlist on page Is your pronunciation correct? Is it regular or irregular? How do you spell the different forms? How do you pronounce the endings? That is, they take steps to become autonomous. Advise the following learners on how to continue their language learning outside the classroom.
I'd like to read in English but I I don't live in an English-spe. English - something not too difficult? I like movies, but most movies Is learning the words in the dictionary a in English are too difficult to good way of increasing my vocabulary? If not. Our teacher doesn't give How can I use the us homework, but I think I internet to help need to practise grammar.
Warm-up Work in groups of three orfour. I After your lesson work in pairs or groups of three. Tryto remember as much as you can of the lesson. Tellyour partner about any differences you noticed between the language you learned and English. When you are ready, compare your ideas with a partner's. Classroom organisation 1 Look at these diagrams and say which arrangement would be most suitable for the classes below.
Give some reasons for your choices. Try to remember as much as you can of the lesson. Tell your partner about any differences you noticed between the language you learned and English.
I 1 Do you thinkyou'li be able to remember what you learned in seven days' time? Whafhave you learned from this experience about teaching a new language?
What was the purpose of these stages? Saywhat the pictures belowsuggest about the best use of the whiteboard. New words Court: eft The b ufg la. L bU 3la. Readsentences a-g. Tickfivesentences that offergood advice. Crossout the other two sentences. Then compareyour answers with a partner. OK, and then what I want you to do is, you're going to write some sentences, about four, maybe a few more - don't worry if yoL find it difficult, just have a go anyway. So, write some sentences about things you used to do, but you don't do now.
And when you've done that I want you to compare them with your partner - or you can work in threes ,f you'd rather - I don't think it matters too much - OK, so do you understand all that? Have you got that? All right, so let's start - I would like you to write some sentences.
Teacher 2: So look at these pictures. And then write some sentences about things you used to do, but you don't do now. Write four sentences, please. Now compare your sentences with a partner. So, for this do you speak or write? Read the trainees' reflective comments, and discuss possible solutions to the problems that they express. S'J'l't S1Are. J Md'J'l't v. Y's to wv. St stooet tltleY'e. I know Ijust kept asking the same people in my last lesson. But it was embarrassing. I asked Kim what she thought and it was so quiet I couldn't hear her.
Even when I got really close to her it was still difficult. Trainer's advice did OK here. If there's a fairly general problem, don't be afraid to Just listen to what they say. Well, that learner is quiet. But if you get closer I thought you made a pretty good decision to learners they often get even quieter here. You have to get the right balance. It was good that you said something but you guidance. You need to think about how you probably needed to be a little more assertive about will deal with awkward numbers before it - at least repeat it.
You could try to move learners the lesson - usually a group of three is fine. Classroom application Think about your next teaching practice lesson. Will they be the same throughout the lesson? What will you need to write? When would it be appropriate to erase what you write? What will you be looking and listening for?
Explain your choice. Readthe quotation. Do you agree with Wilkins? What information is given about: a the form of each word b the meaning of each word c the use of each word? Forexample,what do you need to know in order to use a word productively inspeaking or writing?
Learning about form and meaning Dictionaries are an effective way of learning vocabulary, particularly when learners are working outside the class, but there are many other ways that teachers can teach words and phrases. Say it. Class: Doctor [Teacher holds up a picture of a nurse. Now you. Say it for me. Class: Nurse. Sl: Open. T: No -look. Sl: Shut. T: Good - everyone. Class: Shut. Class: Open. What does this person do? T: Yeah, good, he flies a plane, but what is the word for his job?
T: That's good - we can say that for a car or a train, but for a plane? Good - that's right - he's a pilot. T: Good - apples, oranges, bananas are types of fruit. T: Does anyone know that word - enormous? S2: Big. T: Yeah, OK,just big? Or very big? S3: Verybig. T: That's right - very big. What's that? T: It's when you say nice things to someone - usually because you want something from them. How is the meaning Is the spoken form How is the written conveyed?
Why not, do you think? How would you teach these groups of words? You can use more than one method per group. Group 1: a pet to put down a pet to vaccinate intermediate class Group 2: to dig to paint to saw pre-intermediate class Group 3: grape cherry strawberry elementary class Group 4: slap smack punch upper-intermediate class f.!
Describe the different ways the teacher teaches the words doctor, nurse and pilot in section C1 a and c. Explain why the teacher uses different strategies. Which points are helpful? Compare ideas with a partner. Discuss the strengths and weaknesses of these techniques for checking that learners have understood new words. For example: If you are head over heels in love, are you in love a lot, or a little bit? Work in pairs. Read the lesson transcript. The teacher has just taught the word shoplift, and given the example sentence The kids were ught shoplifting sweets.
Didthe kids pay for the sweets? Cross out the ones that aren't useful. The teacher is worried that 'briefcase' will be confused with 'suitcase'. The teacher is worried that the learners will not realise that 'give me a hand' is informal. Why are you limping? Discuss the differences between the three practice activities a-c below.
The teacher gives each group a set of cards with one of the target words written on each card. One learner must take a card and can use mime, drawings, definitions, relationships with other words, or any other means to elicit the word from the other members of her group. For example: An accident on a motorway often leads to long Your trainer will give you a set of words to teach to the class.
When you have prepared what you want to do, teach the words to the class. IiiItD r Work in groups. Think about the lesson you helped to prepare. Discuss the questions. Did you learn anything from the way in which thepther groups approached the task? Imagine you are trying to learn a new computer program. Three presentations Your trainer is going to present a grammar item in three different ways, and you are going to take the role of learners. After the three mini-lessons, discuss these questions: hich lesson did you prefer?
Other ways of conveying grammatical meaning include the use of pictures called visual aids , and the use of texts to provide a context. Give details. Going to has been done for you, with three suggestions. Say thingsyou have,like plus thought bubble. Pause, and to tell them your future ete. Repeat plans. Choose one of your presentation ideas from the above table. Plan out the steps you would take to convey the meaning in class. She went shopping yesterday. First she went to the supermarket.
She bought some milk. Then she went to the greengrocer's. She bought some bananas. Then she went to the post office, and bought some stamps. Finally, she went to the news agent's to buy a newspaper.
But she couldn't find her money. Teacher pats pockets. Where is her wallet? Where did she leave it? Did she have it in the supermarket? Did she have it in the greengrocer's? Did she have it in the newsagent's? Where was the last place she had it? So, what can we say? She must have left it. Must have. She must've left it in the post office. T: So, what do we say? Tell me about the grammar of left. What is this? I St 2: Past tense. It's the past participle: leave, left, left. Discuss these questions.
Turn e 2 Why does the teacher highlight the spoken form before the written form? Go back to the presentations you were planning in activity q. Include a stage where you ighlight the spoken and written forms of the new grammar item.
Look back at what you have done in this unit. Look at the following statements and complete the table. Timelines are simple diagrams that can help some learners to see relationships between verb forms and their time reference. This diagram illustrates the sentence 'I'm reading a book at the moment'. Notice that the line starts 'before now' and continues 'beyond now'. Here, the wavy line is usedto indicate the temporariness implied in the sentence.
I m reading a book at the moment. Matchthe sentences a-d with the timelines i-iv.
The celta course trainers manual pdf free download. Cambridge CELTA Course Trainee Book .
The Trainer's Manual includes suggestions on how to best use the material with trainees, as well as help and advice on how to prepare trainees for teaching practice, lesson observations, written assessment and tutorials. However, it is not expected that trainers will follow the sequence of topics in exactly the order that they are presented.
For more on how Course trainers Finally we want a sustainable model — so we may need online professional development support for our trainers and links This book of ready - to - use teacher training workshops is designed to provide you with a bank of perfectly planned and Thornbury , S. Classroom management. Weinstein , C. The physical environment of the school : A review Parman 68 Slipi Jakarta Seminar Specialists Philippines , Rm. Poblete Sur. SM : Sisino Cabuguang. Philippine Broadc.
Veritas Asia , Quezon C. Astoria T. Ted Harpstrite , Coach , Manual Training. Mildred Musser Smith , Supt. This is an indispensable book for all EFL teachers: a conclusive guide to making the most of your teaching experience and moving ahead in your career. Walter Hanson ; 1Mar 75 in notice : ; A By Abner H. He dn an , Leroy W. Hedman : 7 Feb75 ; A NM : introd. Celta Air Lines , Inc.
Skip to content. Author : International Labour Office. Ready-to-go activities for teacher trainers running pre- and in-service training courses. Author : Library of Congress.
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