th celta candidate handbook 2018 ohc version

CELTA course Handbook

© Teaching House, 2018 2

27th April 2018 LA


Table of Contents On the Other Side of the Door .......................................................................................... 4 1. General Information ...................................................................................................... 5

1.1 Teaching House Code of Conduct .......................................................................... 7 1.2 Internal complaints procedure ................................................................................ 8 1.3 Equality and Diversity Policy ................................................................................... 8 1.4 Special educational needs policy ............................................................................ 9 1.5 Policy Confirmation Signature page ...................................................................... 11

2. Record Keeping and Filing ......................................................................................... 13 3. Teaching Practice ....................................................................................................... 14

3.1 Teaching Practice Points ...................................................................................... 14 3.2 When you are not teaching – ‘TP Etiquette’ .......................................................... 15 3.3 Teaching Practice Feedback ................................................................................ 17 3.4 Teaching Practice: The Focus of Feedback ......................................................... 19 3.5 Lesson Frameworks ............................................................................................. 20 3.6 The Phonemic Chart ............................................................................................. 21 3.7 Common European Framework of Reference ...................................................... 22 3.8 Lesson plans ......................................................................................................... 23

3.8.1 Lesson Plan Front Page ................................................................................. 25 3.8.2 Lesson Plan Procedure Page ........................................................................ 29 3.8.3 Language Analysis – Vocabulary ................................................................... 31 3.8.4 Language Analysis – Grammar ...................................................................... 35 3.8.5 Language Analysis – Functions ..................................................................... 41

3.9 Observation Tasks ................................................................................................ 43 3.10 Self-Reflection Sheets ........................................................................................ 69

4. Assignments ............................................................................................................... 87 4.1 Focus on the Learner (FOL) ................................................................................. 89 4.2 Language Skills Related Task ............................................................................ 101 4.3 Language Related Task (LRT) ............................................................................ 105 4.4 Lessons from the Classroom (LFC) .................................................................... 115 4.5 Plagiarism Policy ................................................................................................ 119

5. The Final Result ....................................................................................................... 120 6. Glossary of ELT Terms ............................................................................................ 121 7. CELTA-Specific Glossary ......................................................................................... 130


On the Other Side of the Door

On the other side of the door I can be a different me,

As smart and as brave and as funny or strong As a person could want to be.

There’s nothing too hard for me to do, There’s no place I can’t explore Because everything can happen On the other side of the door.

On the other side of the door

I don’t have to go alone. If you come, too, we can sail tall ships And fly where the wind has flown.

And wherever we go, it is almost sure We’ll find what we’re looking for Because everything can happen On the other side of the door.

-‐-‐Jeff Moss-‐-‐


1. General Information Course times The course takes place during the following hours: New York full time: Mon to Fri 9.30am-‐5.45pm New York part time: Mon/Wed or Tues/Thurs 6.00pm-‐9.30pm and Sat 10am-‐5.00pm Boston full time: Mon to Fri 9am-‐5.30pm Boston part time: Mon/Wed or Tues/Thurs 6.00-‐9.30pm and Sat 9.30am-‐4.30pm Chicago full time: Mon to Fri 9.30am-‐5.30pm Los Angeles full time: Mon to Fri 9.00am-‐5.00pm Washington DC: Mon to Fri 9am-‐6pm All other centers: Please consult the course schedule. You are expected to attend 100% of the course. Course Staff

• Tutors: See TP schedule • Teaching House Executive Director: Dan Schulstad • Teaching House Director: Stephanie Vogel • Director of Teacher Training: Lizzy Adams • Boston Local Center Administrator: Victoria Saccomagno • Chicago Local Center Administrator: Heather Suffron • New York Local Center Manager: James Peever • New York Local Center Administrator: Nahal Hale • Washington DC Local Center Manager – Shannon Felt • Washington DC Local Center Administrator – Shakita Tucker • An external assessor representing Cambridge English Language Assessments will assess the

course.

Contact Information • Teaching House Head Office (Boston): (617) 939-‐9318 Mon-‐Fri 8:30 am-‐5.30pm • Chicago: (312) 419-‐1742 • New York: (212) 732-‐0277 Mon-‐Fri 8.30am-‐6pm. • Washington DC: (202) 682-‐9800 • Miami: (305) 763 8520

• All other Teaching House centers, please contact (1-‐800) 756-‐2003

Rooms • Input sessions take place in your base / input room. • TP takes place in different rooms. Please be sure to check everything you’ll need (board

markers, erasers, clocks, CD players, projectors, etc.) is in the classroom in advance of the lesson.

• If you remove chairs or open windows, please make sure you return them / close them after the class. Discard trash and keep the classrooms tidy.

• If you require a projector, ask your trainer to sign this out for you well before your lesson. • Security: Keep your valuables with you at all times.


School opening and closing times • New York: 9.00am – 5.30pm Monday-‐Friday • Boston: 8.30am-‐5pm Monday-‐ Friday • Chicago: 9am – 5.30pm Monday-‐ Friday • Washington DC: 9am-‐6pm Monday -‐ Friday • All other centers – the school is only open during course times

Equipment • Whiteboards or chalk boards • Audio equipment is available in each classroom • Projectors can be signed out for your lessons. You are responsible for returning these after use. • Wireless internet is available in all centers. Please ask for the details.

Stationery The following are available for use. If you need additional supplies, please ask your tutors or reception staff (where applicable).

-‐White board markers and chalk -‐Glue -‐Board erasers -‐White-‐out -‐Scissors -‐Hole punch -‐Paper cutter -‐Staplers -‐Paper clips -‐Colored paper and card stock

Photocopiers

• We have a photocopier for your access. It is under high demand, so don’t wait until 5 minutes before your lesson to make copies. Also, please be sensitive to teachers whose copying needs are more urgent than your own.

• Photocopies from published materials must be fully acknowledged and included on each copy for students like this:

• authors, year, coursebook name, publisher, page number

Books and Materials • The cupboards/shelves in the preparation area have the recommended books for the course,

reference books and practice activity books. These can be copied from but should not leave the premises.

• We provide you with coursebooks to teach from. You will have to photocopy (and reference) the material for your students. You will sign out and in each course book and you must return all materials at the end of the course. You are responsible for the book that you are assigned (teacher A for coursebook A etc.) and will be charged a fee for lost or damaged book.

Dress code • The dress code for the course is "smart casual”. More specifically, please avoid wearing torn,

scruffy or inappropriate clothing.

Bad weather policy • For New York City, Boston, Washington DC and Chicago -‐ if the public transport system is open

then Teaching House is open. • For all other cities, your tutor will explain the emergency procedure on the first day. • If there's any doubt, we will post messages by 7.30am on the following page:

https://www.facebook.com/TeachingHouse • Candidates can, of course, email us at [email protected]


1.1 Teaching House Code of Conduct

In the English language teaching profession, like any other profession, it is important that individuals follow a code of conduct designed to promote and maintain a positive, professional working environment.

On the CELTA and Delta courses at Teaching House, participants are expected to assume a range of professional behaviors and responsibilities as part of their teacher education. These behaviors and responsibilities form part of the Cambridge assessment criteria and, for future employability, it is very important for participants to demonstrate that they can handle these responsibilities in an effort to meet the fundamental standards of the profession. During your teacher education (CELTA or Delta) course, candidates are expected to take on the following responsibilities:

• to be punctual and attend all classes. • to inform tutors of and discuss unavoidable lateness or absence from class as far in advance

as possible. • to be well informed about the course requirements and plan appropriately. • to take joint responsibility for their own learning and to monitor their own progress in the

teaching and learning environment, with some support and guidance from their teacher trainers.

• to meet all deadlines and submit course work in a timely manner. • to conduct themselves in a professional manner and treat trainers, administrative staff,

learners and other candidates with courtesy, respect and equity, irrespective of gender, gender identity, marital status, sexual orientation, race, colour, nationality, age, disability, religious, political or other beliefs, and work with them in a courteous, cooperative manner.

• to participate actively in and contribute constructively to teaching practice feedback, input sessions and guided lesson planning meetings.

• to reflect honestly, openly and with integrity on teaching practice and endeavour to incorporate feedback into future learning and teaching experiences.

• to attend and adhere to the administrative requirements of the course. • to follow the Teaching House dress code to maintain a culturally appropriate and

professional atmosphere. • to respect the property and facilities of Teaching House, and its host center if applicable,

including the computing facilities, and respect the rights of others to use these facilities and resources;

• to comply with the rules, regulations and protocols of the host center, where applicable. • to bring to the timely attention of course tutors and/or the relevant management staff any

issues or grievances which may impact on the smooth running of the course (see the Teaching House handbook for details).

Candidates should be aware that failure to comply with this Code of Conduct may constitute grounds for expulsion from the course. While studying at Teaching House, course participants can expect that we will provide:

• high quality customer service from Teaching House staff and high quality teaching and training.

• a course which meets Cambridge English Language Assessments’ requirements and regulations in both its design and delivery.

• accurate and timely information regarding course requirements, assignments, assessment and deadlines.

• support and guidance from tutors with lesson planning and assignments, individually and in groups, within the Cambridge guidelines.


• a study environment free from harassment and discrimination. • a study environment in which individuals are treated with respect and courtesy by trainers,

administrative staff and other course participants. • a study environment in which occupational health and safety standards are maintained and

safety and security issues addressed promptly. • access to a complaints procedure (see below) if dissatisfied with any aspect of the

administration or course program and an assurance that complaints will be given appropriate consideration and dealt with in a timely manner.

1.2 Internal complaints procedure If you have a problem on the course, this can usually be resolved by talking to your teacher trainer. We are very experienced in dealing with a wide range of concerns and it is important that you express any issues before they start to affect your performance on the course. Your second course tutor is also available if you need to talk to someone who is not directly involved with your teaching practice at that stage of the course. If you feel you need to take your problem to a different person, you can arrange a time to talk to the Center Manager or Director of Teacher Training (see page 5 of your Teaching House Handbook). They will listen to your problem and take appropriate action to try to address it. Teaching House will make every effort to deal with your problem promptly, with respect and impartiality. If your problem remains unresolved having followed these steps, you may make an appointment to discuss your concerns with the Director of Teaching House. Each stage of this process will be documented in order to ensure transparency and fair treatment. If you are not satisfied with the result of this process, you may appeal to Cambridge English Language Assessment, the Accrediting body of the CELTA course. Details of this process can be found in your CELTA 5 (the blue booklet which is kept at the front of your CELTA portfolio). Appeals must be received no later than two weeks after the issue of results and must be submitted via Teaching House. There is a fee for this process. Inquiries should be made to the Director of Teacher Training.

1.3 Equality and Diversity Policy At Teaching House and Oxford House College we are proud to be a highly diverse and varied environment, with staff and students of a wide variety of races, ethnicities, nationalities and backgrounds. We value this diversity and will not tolerate discrimination or harassment on the basis of: gender, gender identity, marital status, sexual orientation, race, colour, nationality, religious or other beliefs, age, disability, HIV positivity, working pattern, caring responsibilities, trade union activity or political beliefs – or any other grounds. The centre has staff representatives who deal with candidate queries, problems or complaints. For information on how to submit a complaint or query, please see the internal complaints procedure above.

Our equal opportunities policy covers all stages of the enrolment and course process. We accept candidates based solely on the relevant skills needed to complete the course successfully. We recruit candidates from as wide a field of suitably qualified people as possible, ask similar questions to all candidates, assess people only on their ability to complete the course and treat all applications on the basis of merit. We ensure the confidentiality of all candidate applications.


1.4 Special educational needs policy Teaching House has a strict equal opportunities policy regarding candidates with special educational needs, including dyslexia, and applications from candidates with special educational needs will be given the same consideration as all other applicants without exception. If accepted on to the course, tutors will make every effort to support candidates with special requirements. While we will do our utmost to support candidates with special requirements or learning needs, it should be noted that course tutors are not necessarily specialists in these areas so it is important for candidates to have coping strategies and to be proactive in letting their tutors know how they can support them. It should also be noted that in order to successfully complete the CELTA and Delta teaching qualifications, candidates are required to be able to work as independent English language teachers. Any effect that the special educational needs may have on this ability may be taken into account as part of the application process. Applicants and candidates who have any concerns in this regard should discuss them with their interviewer or the director of teacher training.

Please sign the next page, which states that you have read and agree to follow the Teaching House Policies.


1.5 Policy Confirmation Signature page Please sign and hand in the following document saying that you have read and agree to follow the Teaching House Code of Conduct, Equality and Diversity and Plagiarism Policies. 1) By signing below I acknowledge that I have read, understood and agree to follow the Teaching House Code of Conduct (located on pages 7-8 of this TH CELTA Candidate Handbook). Signature: _______________________ Date: _____________ (Print name): _____________________________________________ 2) By signing below I accept the Teaching House at OHC Equality and Diversity Policy (located on page 8 of this TH CELTA Candidate Handbook) and undertake to treat all students, staff and my fellow trainees equally and with respect for their ideas, beliefs and backgrounds. Signature: _______________________ Date: _____________ (Print name): _____________________________________________ 3) By signing below I accept and agree to abide by the Teaching House at OHC Plagiarism Policy (located on page 123 of this TH CELTA Candidate Handbook). Signature: _______________________ Date: _____________ (Print name): _____________________________________________ 4) From time to time, Teaching House and OHC may take photographs and/or video footage of you to use for educational and promotional purposes. Please choose from the following two options:

a) I grant Teaching House/OHC full rights to use the images resulting from the photography/video filming, for publicity, educational or other purposes. This might include (but is not limited to), the right to use them in their social media, printed and online publicity. b) I do not grant Teaching House/OHC permission to use the images resulting from the photography/video for publicity, educational or other purposes.

Signature: _______________________ Date: _____________ (Print name): _____________________________________________


2. Record Keeping and Filing You are responsible for two items:

1. Personal Binder Keep all of your own notes and handouts from input sessions in this. It is your private binder and will not be assessed by the tutors or Cambridge. Organize it as you see fit and in a way that you can easily access the information you need. You will get a LOT of handouts from us.

2. Portfolio

You must keep everything in this binder that will form your official assessment by the tutors and the external assessor. At the end of the course, the portfolio will either be handed in and kept by the center for six months or sent to Cambridge in the UK (Cambridge regulations). If you want to keep anything, you’ll have to make copies. Keep the following in the portfolio:

• Your blue CELTA 5 course record booklet • Your lesson plans, your tutor’s written feedback, materials and self-‐evaluation

(all 4 in one plastic sleeve) • Your 4 marked written assignments with tutor feedback sheets • NB: This portfolio cannot leave the school.

3. The CELTA 5

This blue booklet is a legal document and serves as your official record of participation on the course. You must record in it:

• Any absences you have during the course (should be none!)

Total course hours = 120 • Observations of experienced teachers (live and video observations) • Your assessed teaching practice -‐ requires tutor signature • Written assignments – including signature to say they are your own work. See

the Teaching House plagiarism policy later in this handbook for further information.

• Progress reports and tutorials


3. Teaching Practice

3.1 Teaching Practice Points For the first stage of the course, your tutors will be providing you with the aims for your teaching practice together with an outline (either verbal or written) of how to go about it. These are called teaching practice (TP) points. You will gradually become more self-‐reliant as the course progresses and your ability develops. We aim for you to be reasonably independent by the end of the course, but since you are all individuals, you will do this at your own speed. Please bear in mind that it’s not constructive to compare yourself to your peers in terms of independence with lesson planning. In some cases you may be following on from another trainee’s lesson, so you will need to liaise very carefully at the planning stage and remember that teamwork is an essential part of the CELTA. However, sometimes your lessons will be discrete. Please remember to tell your peers this so there is no confusion. You will be making your own teaching schedule for the final stage of the course. Your tutors will give you help with this when the time comes. TP points are intended as guidelines. While we want you to innovate and be creative, always discuss any different ideas you have with your trainer to check that you are on the correct path to pass CELTA, as we are assessing you according to Cambridge English Language Assessment criteria. It is important that everyone has experience of teaching different kinds of lesson over the four weeks of the course. For this reason, your TP points are organized like this:

TP 2 and 3 – Receptive skills (Reading / Listening) and Vocabulary TP 4 and 5 – Receptive skills (Reading/Listening) and Grammar TP 6 and 7 – Productive skills (Speaking/Writing) and Functions/ Grammar

Coursebook references are given to help you with ideas. Often these need to be adapted to suit your students: for example, talking about Brighton, Bondi or Brooklyn might not be relevant to them. You should adapt the coursebook material as necessary. Of course, you may ultimately decide to reject the coursebook material completely. As the course progresses and you gain confidence, we will encourage you to adapt the ideas in the coursebook and even design your own materials and tasks. However, you will not be required to do this and it is fine if you decide to use materials and tasks straight from the coursebook or a supplementary book as long as they meet the needs and interests of the students. It is essential that you plan your lesson and have questions ready for your tutor a day or more early. This means that you will have the evening of that day to take into account the tutor’s suggestions on your lesson and make any changes. If you don’t come prepared the day before you teach, then you are making it difficult for your tutor to help you since s/he has to weigh up being constructive in aiding you against undermining your confidence. Help yourself by allowing your trainer to help you. Therefore, plan ahead and be super-‐organized!


Watch the time! If you run over, you create problems for the other trainees in your TP group. Also, the students will get tired and lose interest if lessons go on past the time allotted for them. Your lesson is actually assessed on the allotted time; time taken after this will count against you rather than for you. If you notice that you are running out of time at any stage of the lesson and won’t get through all of your plan, you will need to make a teaching decision about what to shorten or cut. At the end of the lesson avoid overrunning to get an activity finished, as it won’t actually get you a higher grade for your lesson. Plan what you will do in case you don’t have time for everything and what you will do if you have extra time on your lesson plan front page in the “anticipated problems” section. It is normal to feel nervous when teaching in front of others. It will help a great deal if you put the students first and consider how best you can deal with their feelings of inadequacy and insecurity, lack of comprehension, etc. (i.e. what you may be feeling!). This will also help to develop your sensitivity towards students, which is one mark of a good teacher.

3.2 When you are not teaching – ‘TP Etiquette’ Teaching practice (TP) is a large component of the CELTA course and provides you with the experience of being a teacher in the classroom. By the time the course finishes, if you’ve used this experience wisely, you’ll feel comfortable being in a class, around students and teaching English. During TP, you’ll spend some time teaching but the majority of the time you’ll be observing: observing the teacher, observing the students, observing materials in use and observing good (and bad!) use of the board. These observations then form the basis for discussions during feedback. To help you make the most of your time observing classes and to ensure that you don’t disrupt the teachers and/or students during a lesson, we’ve put together the following list. If anything on this list is unclear – ask your tutor for clarification!

1. When you are not teaching, your task is to complete that day’s TP observation task and to take notes on your fellow trainees’ teaching. You will need this information to get the most out of TP and to contribute to feedback after.

2. TP is not the time for future lesson preparation, other unrelated work or sleeping. 3. Leaving to use the restroom is fine but nothing else. Making calls, photocopying, buying

drinks, etc. needs to be done before or after (but not during) TP. 4. If you need to enter a classroom when a class is underway, it is courteous to stand by

the door quietly until the lesson has reached a convenient point to get the teacher’s attention i.e. the students are doing a speaking activity or they are getting up to change seats. It is then OK to quietly ask the teacher if you may enter the room—though the teacher may decline if it is not appropriate.

5. During listening activities try your hardest not to make any noise—this goes for the teacher as well as the trainees. Do not flip through any binders or books, go to the restroom, or talk to your fellow trainees.


6. Talking with other trainees is fine if it does not disrupt the class. Thus, if the Ss are engaged in a speaking activity then talking with other trainees is acceptable. When Ss are silent and the teacher is talking you should also be silent.

7. Drinking and eating are fine outside of class hours. Of course you may drink water at any time but snacks, coffee, meals etc. should be consumed outside of class time.

8. Avoid talking to the learners while others are teaching. You are there to observe. If there’s a problem with the Ss then the teacher should sort it out. This is part of teaching.

9. Do not correct your fellow trainees while they are teaching. Your only job is to observe. Do not talk to your trainer either. They are probably busy.

10. Don’t use your cell phone or computer for any reason in class.


3.3 Teaching Practice Feedback After TP, there is feedback on the lessons that were taught that day. • Those who taught fill in Self-‐Reflection sheets (See section 2.8) about their own lessons. The

ability to reflect on and evaluate your own teaching is an essential requirement of the course. Importance will be given to the clarity of your critical evaluation of what happened in the class, i.e. what went well, what went not so well, why, and how you might do things differently a second time. Asking questions on this document is fine, as long as you suggest some possible solutions.

• All the day’s lessons are discussed in a group setting. You will be expected to evaluate and make constructive comments on your own and your colleagues' teaching.

• Those who taught are also given the written comments of the tutor who observed the lesson.

While feedback aims to be constructive and supportive, it will sometimes be necessary for the tutor to be explicit about the areas that you need to work on. As this is a course in which you have to put into practice what you learn in order to make progress, it requires you to be able to 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 lesson shouldn’t be viewed as an exam of what you’ve learned so far but a chance for us to tell you how you can do things better next time. 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 concentrated more on their weaknesses than their strengths. The tutor may indeed have said and written more about your lesson’s weak points because it is helpful to explain why there was a problem and how it could be rectified whereas recognition for something that went well may only require a few words. However, you should not feel that just because it is briefer, the praise carries less weight. Actually it carries more! Because the course is short and development time limited, the course tutor may on-‐occasion have to tell you in so many words that a lesson was not a pass standard for this stage of the course and why. Some people find this rather brutal. Please bear in mind that the alternative would be to focus exclusively on positive comments and then at the end of the course announce out of the blue, "Nice try -‐ but, actually, you failed"! The tutors have to tell you if things have not gone right, and why, so that you know where you are in your progress and can see what you need to do in order to get to where you need to be. Please try to remember that the course tutors are on your side and genuinely want you to pass the course! If you feel upset or aggrieved in any way, talk to the tutors. Never leave feeling upset. We want to talk to you and help you.


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 taught before, there is no point in comparing yourself unfavorably with someone who has, for example. Nor will your tutors be doing this! If you are an experienced teacher, then focus on the areas in which you want to develop. This change will be a challenge for you. Rise to this challenge and forget negative feelings. Everyone is aware that you have already been teaching for a while, so do not let this fact impair your learning experience. Let it add to it and show us you can develop further. In other words, don't get stuck in the mud. If one of your lessons doesn’t go so well or it is below standard, then it is very important to see this in the context of the full course and not brood over this one lesson. If you are worried, talk to your tutor. Below standard lessons are part of the learning experience. Learn from them and improve. You have made a mistake but take it as a positive learning experience. We all get it wrong sometimes. Finally, use every lesson as a learning experience. Take notes everyday about the areas your 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 incorporate these ideas, ask your peers and talk to your tutor. You must understand what is expected of you to develop. Do not be shy!


3.4 Teaching Practice: The Focus of Feedback

Stage One: TP 1 and 2

• Rapport • Management (instructions, grouping students, eliciting, feedback) • Awareness of self and students • Use of whiteboard • Graded language

Stage Two: TP 3, 4, 5

• Achievement of aims • Completion of sufficient language analysis • Pace and timing • Awareness of errors and correction • Provision of language practice and feedback • Clarification of language • Contextualization of language • (Continual focus on Stage 1 aspects)

Stage Three: TP 6 and 7

• Balance and variety of activities • Staging of lessons • Student-‐centered language feedback and correction • Monitoring and dealing with emerging language • Selection of materials based on students’ needs • (Continued focus on aspects of Stages 1 & 2)

Stage Four: TP 8 and 9

• Planning and preparing independently • (Continued focus on aspects of Stages 1,2, and 3)


3.5 Lesson Frameworks The frameworks below are not set in stone but many of the lessons you teach will follow one of these patterns. Some stages may be essential and you may want to add others depending on your students’ needs and your language/material. Please refer to example lesson plans and notes from input sessions for more detail on lesson shapes.

And remember the micro-stages of each stage: 1) Give instructions 2) Demo (check instructions) 3) Ss do the activity while T monitors 4) Pair check 5) Feedback


3.6 The Phonemic Chart Here is the phonemic chart that we use at Teaching House in North America and that you will be using on the CELTA. It is helpful as it encourages learner independence (they can look up the pronunciation of a word in the dictionary), helps visual learners with their pronunciation and helps teachers provide a written prompt for learners when they review their notes from class.

This chart was designed by Adrian Underhill, based on sounds from the International Phonetic Alphabet. The IPA contains symbols to describe pretty much every sound in every language in the world. Underhill selected those sounds that are used in English and organized them into this chart. This one is based on American English and is the one that your tutors will use.

The chart below is based on English from the UK and recently has been the standard in English language teaching materials. There are only a few differences and all of these are in the vowels and diphthong categories. The consonant sounds are identical as you can see. Some useful websites: An app to practice and learn the sounds: http://www.onestopenglish.com/skills/pronunciation/phonemic-‐chart-‐and-‐app/ To type then copy and paste phonemes into Word: http://www.e-‐lang.co.uk/mackichan/call/pron/type.html Changing the font to “Lucida Sans Unicode” will maintain the format of your phonemes when you paste them into your lesson plans and assignments.

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.

US chart UK chart 40

sounds 44 sounds

Some examples of differences

US chart UK chart

flu /flu/ /flu:/1 early / ɜʳ l i/ /ɜ: l i:/ door /dɔr/ /dɔ:/ hot /hɑt/ /hɒt/ car /kɑ :r/ /kɑ:/ pure /pju:r/ /pjʊə/ ear /ir/ /ɪə/ pair /per/ /peə/ soap /soʊp/ /səʊp/


3.7 Common European Framework of Reference This is a system for describing different levels of many European languages, including English. Your teaching practice students will be roughly A2/B1 at the lower level and B2/C1 at the higher level.

© Council of Europe / Conseil de l’Europe accessed http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/Overview_CEFRscales_EN.pdf. on December 21st, 2015

5

1 Common Reference Levels 1.1 Global scale

Prof

icie

nt U

ser

C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Inde

pend

ent U

ser

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics, which are familiar, or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Bas

ic U

ser

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.


3.8 Lesson plans There are various documents associated with planning a lesson. You will be guided through exactly what each requires during the course so the following is just an outline of what you need to submit before the lesson. 1) A lesson plan cover page. This goes on the top of your plan and helps distinguish your main aims for the students for that lesson as well as helping you consider which aspects of your teaching you will be working on, the materials you’ll use, what the board will look like and how you’ll engage your students with the lesson. It also contains a section called “anticipated problems and solutions with skills and classroom management”. This is where you should note down any potential problems there might be in areas such as instructions, seating, timing etc. and what you’ll do if they arise. It’s also where you can note down any elements of skills work they might find difficult e.g. the length of a text, cultural issues associated with the topics, etc. See the next pages for advice on how to complete your cover page. 2) A lesson plan procedure page. This is an account of the various stages of a lesson in order and what will be happening in the classroom at any one point. For each stage you need to specify what you and the students will be doing and how you’ll set this up (procedure), and outline why (aims). There are also columns for you to anticipate how long each stage will take (timing), specify who will be working with whom at each stage (interaction), and a column for the tutor’s comments. 3) A language analysis sheet. If you’re teaching any grammar, vocabulary or functional language in your lesson, you’ll need to research that area of language thoroughly so that you can convey and check the meaning, form and pronunciation of that language successfully and so that you can answer any questions students may have. If you’re teaching a receptive skills lesson you will also need to consider how you will convey the meaning, form and pronunciation of any tricky items of vocabulary that occur in the text. Below are examples of a vocabulary analysis sheet and a grammar analysis sheet for your reference. 4) A referenced copy of your materials. This might be directly from your course book, in which case put the author(s), year, title, publisher and page number on the copy. If you adapted it, put “adapted from + author(s), year, title, publisher and page number”. If you created it, put your last name, CELTA and the year. All documents can be accessed online by logging into www.myteachinghouse.com The details are emailed to candidates prior to the course start date.


3.8.1 Lesson Plan Front Page

LESSON PLAN Name:

Date:

Week:

Lesson number:

Lesson type:

Level: Length of lesson: Number of students:

Lesson Aim(s) Specify your main aims and sub-‐aims, including any target language you aim to clarify By the end of the lesson, students will (have learned/reviewed/practiced/developed…) In the following context:

Tutor: Appropriate lesson aims? (please circle)

YES NO

Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your copies/handouts.

Tutor: Sources acknowledged? (please circle)

YES NO N/A Language Analysis: I have completed a) a language analysis sheet (grammar) (please check b) a language analysis sheet (vocabulary) all that apply) c) a language analysis sheet (functions)

Tutor: Sufficient language analysis? (please circle)

YES NO N/A Trainer’s comments: Points to work on (action points): Comments on the lesson plan and language analysis: Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course Tutor _____________________________ Signature ________________________


Assumptions What do you expect the students will already know about the language/content of your lesson? Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)

•

•

•

Solutions to these problems:

•

•

•

Personal Aims -‐ What action points from your previous lesson(s) are you working on?

•

•

•

Where are these on your lesson plan? What is your strategy to improve in these areas?

•

•

•

Board Plan: At each stage of the lesson the board will look like this:


Advice for Writing your Lesson Plan Name:

Date:

Week:

Lesson number:

Lesson type:

Level: Length of lesson: Number of students:

Lesson Aim(s) Specify your main aims and sub-‐aims, including any target language you aim to clarify 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. In the following context: Specify the topic of the lesson (the “real life” topic, e.g. “money”, “crime”, “the environment”(not the target language or skill)

Tutor: Appropriate lesson aims? (please circle)

YES NO

Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your copies/handouts.

Reference your materials here as well as on your handouts. You could list other materials you’ll need to remind yourself.

Tutor: Sources acknowledged? (please circle)

YES NO N/A

Language Analysis: I have completed a) a language analysis sheet (grammar) (please check b) a language analysis sheet (vocabulary) all that apply) c) a language analysis sheet (functions)

Look at the lesson type to decide which language analysis sheet you need to fill out. Usually you’ll need to analyze at least one or two vocabulary items, even in a skills lesson. If in doubt check with your tutor.

Tutor: Sufficient language analysis? (please circle)

YES NO N/A

Trainer’s comments Sorry, you can’t write your own comments! Points to work on (action points) 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. Comments on the lesson plan and language analysis Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course And sorry, you can’t grade it yourself either! Tutor _______________________________ Signature _____________________________ (this MUST fit on the first page)


Assumptions What do you expect the students will already know about the language/content of your lesson? 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.

Anticipated problems Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.) Things like:

• Timing. What can you cut if time is short? How will you fill any extra time?

• Grouping / seating of Ss. Could they speak their native language together? 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?

Solutions to these problems:

• 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 respond if this arises. How could you make

the text more interesting/appropriate?

Personal Aims -‐ What action points from your previous lesson(s) are you working on?

• List at least 3 suggestions that your trainer made from your previous lesson(s). You can copy them directly if you like. You can incorporate your own personal suggestions and those of your peers too if you like. These should be relevant to the lesson type.

• 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.

Where are these on your lesson plan?/What is your strategy to improve in these areas?

• 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.

Board Plan: At each stage of the lesson the board will look like this: 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.


3.8.2 Lesson Plan Procedure Page

Time Interaction

Stage Stage aim Procedure Trainer’s Comments

5

T<>S S<>S T<>S

Lead-‐in

To raise interest and set context for the lesson

Transition/context: T shows a bunch of pictures and elicits the theme of education Instructions: “Do you have good or bad memories of school?” Check: Demo. T shares a personal story (getting detention for wearing black socks) Activity: Ss discuss in pairs T monitors and listens out for good stories to share in FB. Feedback: T elicits one or two stories from Ss

10 T<>S S<>S T<>S

Diagnostic test (vocabulary)

To find out which phrases Ss already know and to prepare to teach the ones they don’t.

Transition: T tells Ss “so now we are going to look at some vocabulary connected with education” Instructions: Work in groups and match the words to the definitions Check: Demo with one of the phrases – (bad and good demo) Activity: Ss work together. T monitors and gives clues if some are incorrect and makes notes on which words are problematic for extra focus during clarification Pair check: Ss check with another group (if time) Feedback: Ss put the big words and definitions on the board

10 T<>S Clarification

To check the meaning, pronunciation and form of the vocabulary

T checks meaning using a timeline of my studies. I went to Cardiff university in 1995 and I finished my degree in 1998. In 1996 I was a? (Ss – undergraduate) DRILL and highlight pron. What’s this? [show picture of Cardiff uni] – (Ss: campus). And who is this? (lecturer/professor / tutor) DRILL I was really lucky because education was free then. I didn’t have to pay? (Ss-‐ fees). I didn’t have any money to live on though so I had a part time job and I took out a? (Ss – student loan). I then took the CELTA and started my ___ as an English teacher (Ss – career) DRILL. In 2012 I started my advanced degree in ELT (Ss-‐ master’s). For 2 years I was a? (Ss-‐ post graduate) DRILL and highlight pron. I studied online so didn’t have to visit the? (Ss: campus) This time I did have to pay because I wasn’t clever enough to get a? (Scholarship) DRILL and highlight pron. Elicit that they are all countable nouns – which one is usually plural? (Ss – fees)

8

T<>S S S<>S T<>S

Controlled practice

To reinforce the vocabulary and promote accuracy

Transition: Let’s practice the vocabulary Instructions: Work alone and complete the crossword from memory Check: ICQ– can you use the worksheet?(No). Can you use your memory / brain? (yes!) Activity: Ss work on their own. T monitors and indicates any problem words Pair check: Ss check together Feedback: T shows the completed crossword and Ss check

7 T<>S S<>S T<>S

Freer practice

To develop fluency using the education vocabulary

Transition: Each pair will have a different relationship (new pairs) Instructions: Work in pairs and write a conversation using as many education words as possible. Don’t say your relationship as later the class will guess Check: Demo (with lecturer and undergraduate) Activity: Ss work together on their conversation. T monitors and collects language samples for feedback. Pair check: Ss work with another pair. They read their conversation and the others guess the relationship. Feedback: T elicits content feedback and delayed error correction (if time)


Time Interaction

Stage Stage aim Procedure Trainer’s Comments


3.8.3 Language Analysis – Vocabulary

List the words / collocations/ phrases you plan to teach or that may be problematic for learners in your lesson. Indicate the part of speech

How will you convey and check meaning?

(Script CCQs with expected answers here if relevant)

Transcribe the pronunciation, indicate stress and any issues with connected speech.

What problems might Ss have with the meaning, pronunciation and form? What will you do if these arise in class?

Example: I can’t stand it (verb phrase/collocation)

I will convey meaning using a cline. J -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐L-‐-‐-‐-‐ x I’ll elicit that x = I can’t stand it Check with CCQs Is it stronger or weaker than I don’t like it? (Answer: Stronger) What is something you can’t stand? (answers vary)

o O /kæntˈstænd/ (‘t’ is usually softened or omitted or replaced with a glottal stop)

P1: Ss may think “I can stand it” = I like it. S1: CCQ - Can I say “I can stand it” when I like something? (Answer: No) P2: Ss may omit the object S2: Tell Ss it’s a transitive verb and record on the board as a chunk

Word/phrase Convey and check meaning Pronunciation Problems and solutions Rush hour (compound noun)

Pre teach using a picture of cars bumper to bumper on a busy highway with a clock showing 8am Check with CCQs Does it take more or less time to travel in rush hour? (Answer: usually more) What time is rush hour? (Answers vary= 8.30am/ 5pm ish)

O o /ˈrʌʃaʊr/

P1: Ss may use it with an article (“I travel at the rush hour”) S1: Record a full chunk on the board (I travel at rush hour) P2: Ss may pronounce the ‘h’ in hour S2: Drill and highlight the silent ‘h’ on the board.

Pick someone up (separable multi-word verb)

Elicit through description of a context “if I arrive at the airport and my friend meets me there and drives me home they… (from the airport)?” (pick me up) Check with CCQs If someone picks me up, do they meet me somewhere? (Answer: yes) do we stay there or go somewhere else? (Answer: go somewhere else) Where else could you pick someone up from? (Answers vary: e.g. station, school)

o O /pɪkˈʌp/ Stress is on particle “up”, not the main verb.

P1: Ss may stress the main verb ‘pick’ S1: model then elicit and highlight the stress on the board P2: Ss may try to put the object pronoun after the particle ‘up’ and say “he picked up me”. S2: Ask questions to guide them. E.g. Can I say “I picked up my friend” (yes). How about “I picked my friend up”? (yes) how about “I picked up her”? (No) so the object pronoun must go between the verb and the particle.

Traffic jam (compound noun – countable)

Picture of a traffic jam – same picture as for rush hour but a road works sign instead of the clock.

O o o /ˈtræfɪkdʒæm/

P1: Ss may make it plural by adding –s to traffic. Traffics jam S1: Record in a sentence on the board “road accidents usually cause traffic jams”.

Stuck (adjective - and past participle of ‘stick’)

Using the same picture of cars bumper to bumper. Acting out driving and not being able to move. Check via an action. T instructs Ss to “show me ‘stuck’ (Response: Ss mime being stuck)

/ˈstʌk/

P1: Ss may think it is the base form of the verb S1: Elicit that in this case it’s an adjective. Highlight pp for past participle and elicit the base form (stick)

Move at a snail’s pace (verb phrase)

By using a synonym – move very very slowly and a picture of a snail . Check meaning via CCQs and actions Is this how you want to move when you drive? (Answer: no) Move your finger at a snail’s pace (Response: Ss move their fingers slowly)

o o o O o /mu:vətəˈsneɪlzpeɪs/ main stress on “snail’s”. weak forms in “at” and “a”

P1: consonant clusters /sn/ and /lzp/ S1: Drill slowly at first then speeding up slightly and highlighting mouth shape. P2: Ss might omit different parts of the phrase, e.g. “move at snail’s pace”. S2: record on the board as a full chunk and instant correction if Ss misuse it.


Language Analysis Sheet – Vocabulary List the words / collocations/ phrases you plan to teach or that may be problematic for learners in your lesson. Indicate the part of speech



Transcribe the pronunciation, indicate stress and any issues

with connected speech.

What problems might Ss have with the meaning, pronunciation and

form? What will you do if these arise in class?

Example: I can’t stand it (verb phrase/collocation)

I will convey meaning using a cline. J -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐L-‐-‐-‐-‐ x I’ll elicit that x = I can’t stand it CCQs Is it stronger or weaker than I don’t like it? (Answer: Stronger) What is something you can’t stand? (answers vary)

o O /kæntˈstænd/ (‘t’ is usually softened or omitted or replaced with a glottal stop)

P1: Ss may think “I can stand it” = I like it. S1: CCQ - Can I say “I can stand it” when I like something? (Answer: No) P2: Ss may omit the object S2: Tell Ss it’s a transitive verb and record on the board as a chunk

Word/phrase Convey and check meaning Pronunciation Problems and solutions


List the words / collocations/ phrases you plan to teach or that may be problematic for learners in your lesson. Indicate the part of speech



Transcribe the pronunciation, indicate stress and any issues with connected speech.

What problems might Ss have with the meaning, pronunciation and form? What will you do if these arise in class?


3.8.4 Language Analysis – Grammar Name…Example… Date………………..……….. Lesson #........……...

Complete this sheet for all grammar lessons that you teach.

Language area and use: What is the grammatical structure you intend to teach and how is it/are they used? For example; modals of deduction, present continuous for future use Have something done (also called “causative have”)

Target language: provide example sentences to illustrate each structure (from the material you will use in the class) I’m going to have my house redecorated

I’m having my door repaired Focus on meaning: What does the target language mean? What is it used for (e.g. to describe a past habit)? How will you CONVEY AND CHECK the meaning of the target language and its uses? (Please include all concept questions and draw any timelines etc. that you intend to use). Make sure your target language is conveyed through a specific context. 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)

Potential problems and solutions: 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)”


Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key words. o O o /hævmaihausri:dekƏӘreItId/ = have my house redecorated. The main stress falls on the object (in this case ‘house’. Have is usually the subsidiary stress.

Potential problems and solutions: 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.

Focus on form: What is the breakdown of the form—as it will appear on WB/Handout? Include all key elements. Subj + have + object + past participle e.g. had (past simple) be going to have etc.

Potential problems and solutions: 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

Introducing Language: Which way of introducing language will you use? Text based presentation, guided discovery


Advice for Completing your Grammar Analysis Name…………………………….…… Date………………..……….. Lesson #........……...


Language area and use: What is the grammatical structure you intend to teach and how is it/are they used? For example; modals of deduction, present continuous for future use 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 Target language: provide example sentences to illustrate each structure (from the material you will use in the class) 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!

Focus on meaning: What does the target language mean? What is it used for (e.g. to describe a past habit)? How will you CONVEY AND CHECK the meaning of the target language and its uses? (Please include all concept questions and draw any timelines etc. that you intend to use). Make sure your target language is conveyed through a specific context.

• 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.

Potential problems and solutions: Meaning 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.


Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key words.

• 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” - /aɪwɪlƧvgɑn/ 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: /wɪlƧv/ = will have (or will’ve)

Potential problems and solutions: Pronunciation

• 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.`

Focus on form: What is the breakdown of the form—as it will appear on WB/Handout? Include all key elements.

• 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

Potential problems and solutions: Form

• 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.

Introducing Language: Which way of introducing language will you use? 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.


Language Analysis Sheet – Grammar Name………………….…… Date………………..……….. Lesson #........……...


Language area and use: What is the grammatical structure you intend to teach and how is it/are they used? For example; modals of deduction, present continuous for future use Target language: provide example sentences to illustrate each structure (from the material you will use in the class)

Focus on meaning: What does the target language mean? What is it used for (e.g. to describe a past habit)? How will you CONVEY AND CHECK the meaning of the target language and its uses? (Please include all concept questions and draw any timelines etc. that you intend to use). Make sure your target language is conveyed through a specific context.

Potential problems and solutions: Meaning


Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key words.

Potential problems and solutions: Pronunciation

Focus on form: What is the breakdown of the form—as it will appear on WB/Handout? Include all key elements.

Potential problems and solutions: Form

Introducing Language: Which way of introducing language will you use? Test-‐teach-‐test?, text-‐based?, guided discovery?


3.8.5 Language Analysis – Functions Complete this sheet for all functional language lessons that you teach.

Name

Date Lesson #

Context: Describe the context you are using to teach the functional language. Formality: Describe the relationship between the speakers / writers. Function: What will this language and therefore this lesson enable learners to do, or do better?

Example Exponent in context: I can take it or leave it.

Meaning (what does it mean and what function does it perform in this context?) Expresses that you don’t feel strongly about something. You don’t love it or hate it. What are your CCQs? Do I like it? (Answer: yes (a little) Do I feel strongly about it/love it? (Answer: No) What problems do you anticipate with meaning, pronunciation and/or form? How will you solve them? P1: Ss may not understand that it expresses ambivalence S1: Use a cline from love (100%) to hate (0%) and plot this in the middle. P2: Ss may replace some of the words S2: Elicit that it’s a fixed expression by asking “do any of the words change? (Answer: No)

Pronunciation (transcribe relevant parts in phonemes and indicate stress / intonation): o o o o o O o

/aɪkənˌteɪkɪtɔrˈliːvɪt/ (Main stress on leave. Sub-‐stress on take) Form: Fixed expression

Exponent in context:

Meaning (what does it mean and what function does it perform in this context?) What are your CCQs? What problems do you anticipate with meaning, pronunciation and/or form? How will you solve them?

Pronunciation (transcribe relevant parts in phonemes and indicate stress / intonation): Form:





3.9 Observation Tasks One important component of the course is observation of other teachers. This is divided into two sections: observation of experienced teachers and observation of your peers. These observations are invaluable in giving you insights into new teaching ideas, classroom techniques, presence, and also an ideal way to observe the students and how they respond and work. 1) Experienced teachers. A total of six hours will be spent observing in some of the following areas:

• CELTA Tutor You will observe your tutor teach your class of students. Use this as a model to how you should set up your own classes.

• Video Observations You may see a selection of videos on teaching in different contexts and have the chance to analyze them for positive and negative aspects.

• Language School During the course you may spend time at a local language school watching a class there. This is a great way to see teaching in a different setting.

2) Peer Observations When not teaching, it is the responsibility of the candidate to observe lessons and make appropriate notes related to the given task. These observation tasks are not required to be turned in to the tutor, but should be used to help the candidate to explore and build on his or her own teaching practice. Various points from the tasks may be discussed in feedback, thus candidates should make an effort to gather as much information as possible. Make sure you know what the observation task is for that day by checking with your tutor or peers.


Day One: Observation of tutor When observing today’s lesson, consider the points below. What is there about the classroom, the activities, the teacher and the students that helps to create conditions for effective learning?

The Classroom Makes notes on the classroom, considering seating arrangements, teaching aids (e.g. board, projector), pairing/grouping of students and how these are changed during the lesson.

The Teacher Comment on the rapport between teacher and students. What is the teacher’s role at various stages of the lesson? What is the balance between teacher and student talking time? Comment on the teacher’s instructions and use of voice. How does he/she get the students’ attention?

The learners How motivated are they? Why? Are they taking part in their own learning? Is the teacher challenging them or doing most of the work him/herself? Who are the stronger/weaker learners in terms of level? Who are the more confident/shyer students?

The activities Make notes of the activities used. What did students actually do? What was the balance between teacher and student involvement? How were the activities set up and brought to a close? Summary What will you take away from this lesson?


Focus on the Learner Assignment This observation task is to help you gather material for the ‘Focus on the Learner’ assignment. Part A – Learning preferences During TP, observe the group and make notes about the following: § What is the atmosphere like? Who is contributing to this atmosphere the most do you

think?

§ Do the learners appear to prefer some activity types to others (e.g. listening, seeing things on the board or handouts, moving around the room, etc.)? Why might this be?

§ Which interaction patterns do the learners seem more comfortable with? Why do you

think this is? Are there any learners who seem uncomfortable in whole class or pair work? Why might this be?

§ How independent are the students? How willing are they to take risks with the language?

Who asks the most questions? § Who seems more accuracy focused and who is more focused on communication? Part B -‐ Learners’ language abilities and needs What strengths do the learners have? Skills (Reading, Listening, Speaking, Writing) Systems (Vocabulary, Grammar, Pronunciation) What difficulties do the learners have? Notice grammatical errors and pronunciation errors. Write down as many examples as you can and note who said what: Learner Error


Classroom Management Task: Watch the lesson and write ALWAYS, SOMETIMES, NOT ENOUGH, or NEVER in each box. Add notes where appropriate.

TEACHER TALK

The teacher’s language is natural and graded to the Ss’ level.

The teacher achieves a balance between teacher talking time and student talking time

The teacher uses his/her voice at an appropriate volume.

The teacher interacts naturally and develops a good rapport with the Ss’.

EXTRA NOTES

Teacher 1

Teacher 2

Teacher 3

ADDRESSING THE GROUP AS A WHOLE

The teacher gets the attention of the whole group.

The teacher’s position is appropriate (T’s eyes clearly visible to all Ss’, (s)he sits down where appropriate.)

The teacher’s instructions are clear and understood by all Ss’.

The teacher uses demonstration to set up activities.

EXTRA NOTES

Teacher 1

Teacher 2

Teacher 3

LESSON & ACTIVITIES

There is appropriate variation of interaction patterns (Ss’ in pairs, groups, individually, etc.)

Ss’ change partner/seat.

Ss’ are involved with the activities.

The teacher monitors Ss’ as they work.

Boardwork is useful and Ss’ can see all visuals.

Teacher 1

Teacher 2

Teacher 3


Instructions and setting up activities Read the questions and make notes in the table for each activity.

1) What instructions were given? Were gestures used appropriately? 2) Were the instructions well staged? 3) Did the teacher check instructions? Was it necessary / effective? 4) At what stage did the teacher give out the materials? 5) Did the teacher make use of demonstration? How? 6) Did the Ss understand? How do you know?

Activity Teacher 1 Teacher 2 Teacher 3

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5


Microstages Watch today’s lessons and make notes on how successfully each teacher follows the micro-stages at each stage of his / her lesson. 1) Transition

2) Instructions 3) Demo and/or ICQ

4) Activity 5) Pair check

6) Feedback

Teacher 1 Teacher 2 Teacher 3

Example: 1) context set well for the controlled practice – Ss knew they were going to use the TL in a text about rollercoasters. Nice use of picture. 2) Clear instructions 3) No demo – this would be useful 4) T monitoring closely – good questions to help Yuko 5) T forgot to do the pair check 6) Feedback – it was hard to elicit from the class as they weren’t sure of their answers. Pair check necessary.


Vocabulary Lesson(s)

Question Notes Teacher 1 Notes Teacher 2 Think about the vocabulary that the lesson focuses on. How is it related?

• Items related in terms of meaning (e.g. fruit – orange, apple, guava)

• Items with a similar form (e.g. adjectives which end in –ful – careful, beautiful)

• Items connected by their pronunciation (e.g. words which rhyme)

• Items from a text

How well does the lesson material/ the teacher convey meaning? Is meaning checked? Is there evidence that the students understand? (This could be through questions that the teacher asks the class or through practice activities)

Does the material / the teacher pay attention to relevant aspects of form? For example, part of speech, typical collocations.

How well does the material / the teacher cover pronunciation? What techniques are used to highlight sounds? Stress?

What chances do learners get to practice the vocabulary? What types of practice are there? Controlled (where there’s only one answer) or Freer (where learners use the vocabulary more spontaneously/fluently)? Do learners get enough practice? If not, why not?


Receptive Skills lesson(s)

Teacher 1 Comments/students’ reactions

Teacher 2 Comments/students’ reactions

Lead-‐in: Motivating? Relevant? S-‐centered?

Text: Reading: text type? Audience? Listening: purpose? Relationship between speakers? Context made explicit to learners?

First task Sub-‐skill? Set up appropriately? Appropriate time allowed?

Feedback: Chance to check in pairs/groups? Ss given chance to justify their answers?

Second task: Sub-‐skill? Level of difficulty? Set up appropriately? Appropriate time allowed?

Feedback: Chance to check in pairs/groups? Enough time given before feedback?

Other comments?


Things you’d like to steal / lend Note activities or techniques that you think are particularly effective and would like to use yourself. For example, one colleague might have effective lead-‐in activities, or another might be especially good at keeping students engaged during feedback stages. Note what the activity or technique is, how it’s carried out exactly and why it is effective. You may also want to ‘lend’ the teachers a technique that would help them next time they teach.

Things I’d like to steal Activity/Technique Why it’s effective

Things to lend Activity/Technique How it could be done next time.


“Being” a student Choose a student from your TP group (privately – don’t tell them or distract them from the lesson!) and “be” them for the afternoon. Make notes on how “you” felt at various points during the lessons. During feedback, tell the teacher how you felt in the first person (“I liked it when you used my name”. I felt confused when you asked me “why we use the present perfect”.) Lesson Moments of

clarity (light bulb moments)

Moments of confusion (???)

Moments of feeling good (happy, proud, etc.)

Moments of feeling not so good (frustrated, rushed, etc.)


Student involvement As you watch each lesson today, draw a graph reflecting how involved the learners were in the lesson. Label any peaks / troughs and note your comments. Remember, silence does not necessarily indicate lack of involvement! Ss may be reading/thinking/processing. Example:

Story engaged Ss and pair work involved all Ss – v motivating task

Pre-‐teaching vocab was ok to begin with but there was too much – too T-‐centered. Ss switched off. *use a match up activity instead.

Reading – text is interesting. pair check involved Ss well

Answered one Ss’ question in whole class stage so most Ss tuned out / started chatting. *Answer Qs like that after the lesson or during monitoring.

Fluency at the end was super engaging! Involvement dipped a little during WCFB – *set a task so the group is more likely to pay attention.

Lesson 1


Lesson 2

Lesson 3


Grammar/Functions Lesson(s) Question Notes Teacher 1 Notes Teacher 2 Think about the context of the lesson. Is there just one context or many mini-‐contexts? Is/are the context(s) set clearly? Is/are the context(s) sufficiently engaging? Do(es) the context(s) help the learners understand the meaning and use of the language?

How well does the lesson material/ the teacher convey meaning? Is meaning checked? Is there evidence that the students understand? (This could be through questions that the teacher asks the class or through feedback to practice activities). To what extent is formality relevant? Is this covered by the teacher/learners?

How effectively does the material / the teacher pay attention to relevant aspects of form? Are the learners engaged and involved in this stage? How?

How well does the material / the teacher cover pronunciation? What techniques are used to highlight sounds? Rhythm and stress? Is intonation relevant? If so, how well does the teacher cover it.

What chances do learners get to practice the new language? What types of practice are there? Controlled? Freer? Do learners get enough practice? If not, why not?


Level Changeover Watch the students and try to get to know the new class. Make notes in the following areas.

1. Write the names and test yourself.

2. What nationalities are represented?

3. Who is dominant?

4. Who is quiet?

5. Are there any weak students?

6. Who is particularly strong?

7. Who may be disruptive, if anyone?

8. What language strengths do you notice?

9. What language problems did you notice?


Action Points Today your feedback to the other teachers will be written, not just spoken. Before the lessons today, find out each teacher’s personal aims (action points from their previous lessons), comment on evidence of progress in these areas and ways they could further improve. Be sure to write legibly and on a separate piece of paper so you can hand your comments to each teacher after the lesson. Action points Evidence of progress Suggestions for further progress.

Now take another piece of paper and repeat for the other teachers.


Productive Skills Lesson(s) Question Notes Teacher 1 Notes Teacher 2 Context What is the context? How clear is the context for the writing or speaking lesson for learners? How engaging is the context for learners?

Model of the task Are learners exposed to a model of the speaking or writing task? How effective is this? How well does the teacher exploit the model to make it useful for learners?

Tools Are the learners given useful language to help them with their speaking or writing? If so, what? If not, what language could be helpful do you think? How much attention does the teacher pay to the structure of the speaking or writing task?

Preparation time How much time are learners given to gather their thoughts and brainstorm content for their writing or speaking? How effective is this?

Think about the task that the teacher sets for the students. Is there a communicative purpose for writing/speaking? How authentic is it (i.e. is it something that people do in real life outside the classroom)?

Editing/feedback What happens after the students have finished their speaking task or their first written draft? Is there any peer editing or language focused feedback? How effective is this? What is the teacher’s role? How effectively does the teacher monitor and give feedback on these stages?

Publishing/performing Do learners get the chance to share their written work with others? How effective is this stage? Do learners get content feedback on their speaking? How effective is this stage?


Staging and Aims

During the lessons today, write down the stages of the lesson and record the aims of each, adding some comments on the effectiveness of each stage in achieving its aim and thinking about how logically staged the lesson is.

Stage and aim Activity Comments


Error Correction Complete this sheet (and additional sheets if necessary) with examples of errors and correction from each lesson that you notice. Think about how effective these decisions are.

Error of: When corrected? Who corrected? How corrected? example Pronunciation immediately same student T asked ‘How ‘comfortable’ during pairwork many syllables?’ example Grammar after the activity another student T put sentence on ‘I think you board / elicit shouldn’t go.’ example Vocabulary wasn’t corrected nobody it wasn’t (but could Next to the be useful) ‘high’ man Error When corrected? Who corrected? How corrected?


Materials and Resources. Critically examine your peers’ materials (worksheets, etc.) and resources (use of OHP, projector, board, multi-‐media, etc.) today and make notes in the following categories: Interest / motivation

Appropriacy for the level

Tasks used to exploit the materials / resources.

Authenticity (NB. Graded material can also be “authentic” if it represents real language use)

Communicativeness (does it promote S-‐S interaction?)

What have you learned from the use of materials/resources in this lesson?


Questions for the teacher

Today as you watch Teaching Practice today, note down any situations that you noticed and what you’d like to ask the teacher during feedback. For example:

• I noticed… Ss really enjoyed your lead-‐in and I wondered …where you got the idea from.

• I noticed… that during the reading Ss were doing the wrong task and I wondered …when you noticed and if you’d handle it the same if it happened again.

Teacher Thoughts and questions 1 I noticed …

And I wondered…

I noticed… And I wondered…

I noticed … And I would like to ask you…

2 I noticed … And I wondered…



3 I noticed … And I wondered…



Adapted from Scrivener, J. (2005) Learning Teaching (Second Edition), Macmillan


Using the Board Today’s task is to consider the role of the board and how the teacher exploited it. Use the following board plans to map out the teacher’s board use and make any comments around the edges.


Focus on Progress For each colleague you observe today, note at least three ways that they have improved since TP 1. Also note at least three suggestions for their future teaching career. Try to be as specific as possible so that your colleagues have concrete ideas to take away with them. Improvements:

•

•

•

Suggestions:

•

•

•


Good Cop Bad Cop Your trainer will assign you a role for feedback today. If you are good cop, write down all the positive points about that lesson. If you are bad cop, write down all the negatives. In feedback you’ll deliver the good/bad news to your peers! Consider: classroom management, clarification of language (M, P and F), lesson staging, provision and quality of practice, etc. Lesson 1 – I am GOOD/BAD cop. Notes: Lesson 2 – I am GOOD/BAD cop. Notes: (Lesson 3 – I am GOOD/BAD cop. Notes)


Graffeedback Use your artistic skills to plan how you’ll give feedback to your peers today.


External Observation of Experienced Teacher

1. How does the teacher engage the students at each stage of the lesson?

2. Is there a balance of activities?

3. How long does each stage of the lesson last?

4. What is the balance of students’ to teacher talking time?

5. How effective are the instructions given?

6. Is there a variety of interaction patterns?

7. In what ways is the class, and the way it was run, different from the classes you've observed on the CELTA course?

8. If you observed at a language school, in what ways were the students similar and different from our students on the CELTA course?

9. What did you discover from the experience of observing an experienced teacher?


3.10 Self-‐Reflection Sheets Name: TP number: 1 This document is part of the assessment criteria of the course. Aims: What were the lesson aims?

To what extent were the lesson aims achieved? How was this demonstrated?

Personal Aims: What were your main personal aims for this lesson? (N/A for TP 1)

What progress did you make with your action points from your previous lesson(s)? (N/A for TP 1)

Planning: How did your plan (cover page, procedure page and language analysis) help you with your lesson today?

What would you change if you planned the lesson again?

Strengths: What were the main strengths of your lesson?

Action points: What were the main weaknesses of your lesson?

Future progress: What are you going to do to avoid these weaker areas in the future?

Trainer’s feedback Trainer’s Signature:


Reflections continued (optional):

Questions for your tutor (optional):


Name: TP number: This document is part of the assessment criteria of the course. Aims: What were the lesson aims?


Personal Aims: What were your main personal aims for this lesson?

What progress did you make with your action points from your previous lesson(s)?








4. Assignments Administration

• In order to be eligible to pass the course and receive the CELTA certificate, you must:

o Pass 3 out of 4 written assignments. If you fail two (2) or more assignments, you automatically fail the course.

o Submit all 4 assignments (i.e. even if you pass the first 3, you still have to do the 4th)

o You may fail one (1) of the four assignments and still be considered for a 'B' grade, provided that you have been able to meet the criteria on which you failed in another way -‐ i.e. during your teaching practice.

• Submission:

o The submission dates are listed on the “Input Schedule” that is handed out on Day 1

o Failure to hand in assignments on time will be considered a professionalism issue and will be reflected in the comments on your final report that you will use to secure employment after completing the course

• Assignments should preferably be typed.

• All assignments have a minimum word count of 750 and a maximum word count of 1,000. Please stick to the word count and state it explicitly at the end of your assignment.

First submission

• Pass on first submission

o If the feedback sheet has 'pass on first submission' circled, you have successfully completed the assignment and can file it in your CELTA portfolio.

o Please record the assignment result in the appropriate box on page 12 of your blue Candidate Record Booklet (CELTA 5), which is kept in your CELTA portfolio.

• Resubmit

o If your assignment does not meet the criteria, you will need to make changes or additions and resubmit it.

o You will know an assignment needs to be resubmitted if 'Resubmit' on the feedback sheet has been circled.


o Read the tutor's comments carefully and make any necessary changes or additions on a separate sheet of paper to be attached as an appendix to the original. If you resubmit the whole assignment, please mark the sections that you have changed clearly.

o Please use the same cover sheet as you did for the original submission. There is a section for comments on your resubmission.

o Do not under any circumstances alter the original work. Do not use white-‐out, correction tape, scribbles or any other means to cover what you originally submitted.

o The Cambridge assessor needs to be able to see your original work as well as any changes or additions you make for resubmission.

Resubmissions

• You may resubmit each assignment only once.

• When you hand in a resubmission, please include the original ‘cover sheet’ where the tutor has provided feedback and recorded your grade as well as the entire original assignment. The resubmission should be an appendix to this original.

• Grades:

o If an assignment is a 'pass on resubmission', please mark this on page 12 of your CELTA 5 Candidate Record Booklet, again in the appropriate box.

o If the resubmission does not meet the criteria, your assignment will be a 'fail on resubmission' and your tutor with indicate this on the feedback sheet.


4.1 Focus on the Learner (FOL) Candidate name: _______________________________________ Criteria

To stand

ard

Not to

stan

dard yet 1st Submission

To stand

ard

Not to

stan

dard

2nd Submission

Tutor feedback and resubmission guidance if necessary

Tutor feedback

Part A Comment on the learners’ backgrounds

Comment on the learners’ motivations

Comment on the learners’ learning preferences

Use written language that is clear, accurate and appropriate to the task

Grade for part A Tutor(s) signature(s) and date:

Pass

Resubm

it Double marked (if applicable) Tutor(s) signature(s) and date:

Pass

Fail

Part B Identify learners’ strengths

Identify one grammar problem with at least two pieces of evidence

Select one appropriate activity to address the grammar problem and provide a rationale

Identify one pronunciation problem with at least two pieces of evidence

Select one appropriate activity to address the pronunciation problem and provide a rationale

At least one of the two activities is from a published ELT source

Correctly use terminology relating to language systems and skills


Overall word count of 750-‐1000 Overall comments: Overall grade Tutor(s) signature(s) and date

Pass

Resubm

it

Double marked (if applicable) Tutor(s) signature(s) and date:

Pass

Fail

NB *Please use the same cover sheet for submitting all parts and resubmissions of your FOL. Thank you!


Plagiarism declaration I confirm that this assignment is my own work. I have fully acknowledged the published/online sources I have consulted I confirm that this assignment meets the requirements outlined in the Teaching House plagiarism policy (found in your Teaching House handbook) Signed ……………………………………………………………… Date ………………………………. Print name ……………………………………………………….


In this assignment, you will focus on the learners that you are teaching on the course.

Gather information

• Interview all or some of the learners in your group. Find out information about their background, motivation for learning English, perceived learning needs, etc. Use the grid in appendix 1 to structure your notes if you like.

• Swap information with your colleagues to gather information about everyone in the class. • Skim the relevant sections of “Learner English” by Swan and Smith (eds), 2001, Cambridge University Press. This provides information about problems that speakers of different languages usually have with English. This will give you an idea of what errors to look and listen for.

• Set the written homework (appendix 2) and work together to make sure everyone in your group has a scan or copy of the learners’ work.

• Observe your learners during class and read their written work. Identify • their learning preferences • their language strengths (skills and systems) • their language weaknesses (skills and systems)

Write part A of your

assignment (300-‐500 words)

• Summarize some of the following areas for your learners, filling in the assignment grid below:

• General background information (first/other languages, age range, occupations, length of time in this country, general education and language education history, etc.)

• Motivation for learning English and perceived needs in English. • Learning preferences and what evidence you have to think these are their

learning preferences • You should write in full, connected prose in this section. • Attach the cover page to the front of your assignment, write your name on the cover and

sign the plagiarism declaration • Turn it in on paper by the deadline.

Write part B of your

assignment (450-‐700 words)

The total for parts A and B must be 750-‐1,000 words

• Write about the language strengths that your learners have. These should be skills related and systems related. You can also add strengths related to their study habits, learning preferences, etc. too but you must include skills/ systems strengths.

• Write about one grammar problem learners have (use analysis from "Gather Information" stage) by filling in the grid below.

• Using the grid below, say what the problem is. • Document at least two instances in which learners showed they have this one

problem and provide the correction. • Find one activity that could help your learners with this problem (include the actual

activity handout in the appendices) and say why it is helpful for this group of learners in particular.

• Write about one pronunciation problem your learners have (use analysis from "Gather Information" stage) by filling in the grid below.

• Say what the problem is, using phonemes if applicable. • Document at least two instances in which your learners showed they have this one

problem and what they should have said. • Find one activity that could help your learners with this problem (include the actual

activity handout in the appendices) and say why it is helpful for these learners in particular.

• Make sure you reference your material correctly with author(s), year of publication, title, publisher and link if relevant. Provide this information in a bibliography as well.

• You may focus on individual learners at this stage of the assignment if you wish.

Turn in your assignment

• Have a peer proof read your work. • Use the same cover page as you did for Part A of the assignment with your tutor comments on • Make sure you have attached a referenced copy of the actual material that you will use with your learner. This does not contribute to your word count.

• Turn it in on paper by the deadline. Word limit for parts A and B combined: 750-‐1000 words


CELTA pass criteria: candidates can demonstrate their learning by: a) showing awareness of how a learner’s/learners’ background(s), previous learning experience and learning style(s) affect

learning b) identifying the learner’s/learners’ language and/or skills needs c) correctly using terminology relating to the description of language systems and language skills d) selecting appropriate material and/or resources to aid the learner’s/learners’ language development e) providing a rationale for using specific activities with a learner/learners f) finding, selecting and referencing information from one or more sources using written language that is clear, accurate and

appropriate to the task


Now fill in the following grid for your assignment: Part A-‐ Learners’ backgrounds Category (Please omit this column from your word count)

Write here in prose. (Note, if you are handwriting this assignment, you will need to use more space to reach the word count and the required level of depth.)

Trainer comments (leave blank)

Learners’ backgrounds (age, occupation, nationality, languages, education, etc.)

Learners’ motivations

The group’s learning preferences and rationale

Word count for Part A (375 – 500 words)


Part B – Learners’ language abilities and needs. Learner strengths (skills and systems)

Grammar problem (name of structure/language point)

Examples of error and corrections (Write the whole sentence so the context is clear). Example 1: “We walked in the Park when man stopped us. ” Correction “We were walking in the Park when (a) man stopped us. ”

Example 2: “They broke the car as they drive north”. Correction “The car (broke down) as they were driving north”.

Material to help the learner with this problem (full source and appendix where it can be found in this assignment)

Justification for choice and how it will be used. Be sure to refer back to the learners’ learning preferences, motivation, strengths and weaknesses, interests, etc.

Pronunciation problem (use phonemes)


Examples of error and corrections (write full utterances so the context is clear – use phonemes) Example 1: “I like New York /beri/ (very) much” Correction “I like New York /veri/ (very) much”

Example 2: “My sister want to be a /bet/ (vet)” Correction “My sister want(s) to be a /vet/ (vet)”

Material to help the learner with this problem (full source and appendix where it can be found in this assignment)

Justification for choice and how it will be used. Be sure to refer back to the learners’ learning preferences, motivation, strengths and weaknesses, interests, etc.

Word count: 350 – 500 words NB Total word count for Parts A and B must be 750-‐1000 words


Appendix 1 Interview the learners Use this table to make notes. Use additional pages of your notebook if necessary. Name:

Age: Nationality / L1: Job / studies:

Reasons for learning English: Language learning background (English and others):

Activities you enjoy / find useful in class:

Contact with English and study outside of class:

Name:





Name:





Name:





Name:






Name:





Name:





Name:





Name:





Name:






Appendix 2 Homework assignment Dear Student, During this course, the teachers need to complete a written profile of the students in this class. The questions you’ve answered today are really useful in getting to know you. The teachers also need a sample of your written language so that we can analyze your strengths and weaknesses in writing. We’d also like to know more about you! Give as much detail as you can and please, do not use a grammar book or a dictionary. We would be very grateful if you could write a letter to your teacher answering some of the following questions:

§ What has been your best experience in the United States so far? What has been your worst experience?

§ What do you like about the USA and what do you miss from your home country?

§ What do you like doing in your free time?

§ What are some of the differences between American culture and the culture in your home country?

§ What’s your favorite movie and why?

Thanks a lot! The teachers at Teaching House


4.2 Language Skills Related Task Candidate name: _______________________________________ Criteria

To stan

dard

Not to

stan


To stan

dard

Not to

stan

dard 2nd Submission


Tutor feedback

Select an appropriate authentic text for the level and provide a rationale

Identify receptive skills to be practiced, using correct terminology

Submit two appropriate receptive skills tasks

Identify productive skills to be practiced, using correct terminology

Submit an appropriate productive task of your own design

Submit a sufficient outline of a lesson plan

Relate task design to language skills practice

Find, select and reference information from one or more sources


Word count of 750-‐1000

Overall comment:

Overall grade Tutor(s) signature(s) and date

Pass

Resubm

it

Pass

Fail

NB *Please use the same cover sheet for submitting all submissions of your SRT. Thank you!


Skills Related Task In this assignment you will choose an authentic reading or listening text for a group of learners and design a lesson around it. Assignment Procedure:

Background reading

• Read through (skim) the relevant chapters of Jeremy Harmer, The Practice of English Language Teaching (chapters 16-‐20) or Jim Scrivener, Learning Teaching (chapters 7 – 9).

• As you read, make a note of useful quotes that might be helpful to justify your choice of tasks.

Choose an appropriate text

• Choose a text (for listening or reading) which will be appropriate for a specific group of learners in terms of

1) language level and 2) interest. • If you don't know the specific group yet, choose something which will be universally engaging, for example a human interest story from a newspaper or a youtube.com video about the city where they are studying.

• The lesson can be 40-‐60 minutes long so make sure your text is an appropriate length. • Show your choice of text to your tutor by the deadline on your course schedule. Do this before you start working on your assignment.

• Save a copy of your text to submit as an appendix to your assignment.

Design skills tasks

• Design an initial “easy” comprehension task. Specify the sub-‐skill and justify your choice of task or sub-‐skill by referring to your background reading.

• Design an additional, more in-‐depth comprehension task. Specify the sub-‐skill and justify your choice of task or sub-‐skill by referring to your background reading.

• Design a follow-‐up speaking or writing task on a similar topic to the text. Make sure it is as authentic and communicative as possible. Justify your choice of activity with a quote or by referring to your background reading.

• Make a worksheet with all these tasks, as you would give them to your learners. Make a lesson plan procedure

outline

• Include the stages, stage aims, a summary of each activity and estimated timing for each stage (for a 40-‐60 minute lesson).

• You do not need to write full procedural detail.

Write your assignment

• Describe the text you chose and why you chose it, in terms of interest and language level. • Describe your lead-‐in and any vocabulary you need to pre-‐teach and why. • Describe your first receptive skills task, providing justification from your background reading.

• Describe your second receptive skills task, providing justification from your background reading.

• Describe your productive skills task, providing justification from your background reading. • Reference background reading with author’s last name, year of publication and the page number in parentheses like this (Harmer, 2007 p430).

• Attach the lesson plan outline (can be included in the word count). • Include a word count (750-‐1000 words). • Include a bibliography of sources referenced in your assignment and the source of the text itself. Include the author(s), year of publication, title, publisher and link if relevant.

Turn in your assignment

• Attach the cover page to the front of your assignment and write your name on it. • Attach a copy of your text (or an audio transcript if available) at the end of your assignment as appendix A. This does not contribute to your word count.

• Attach the worksheets containing your receptive and productive skills tasks as appendix B. These do not contribute to your word count.

• Have a peer proof read your work. Turn it in on paper by the deadline.


Cambridge Assessment Criteria for SRT Assignment Candidates can demonstrate their learning by:

o Correctly using terminology that relates to skills and sub-‐skills

o Relating task design to language skills practice

o Finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task.


4.3 Language Related Task (LRT) Candidate name: _______________________________________

Gr. 1 Gr. 2 Voc. 1 Voc. 2 Tutor comments 1st 2nd 1st 2nd 1st 2nd 1st 2nd 1st submission 2nd submission

Meaning ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems & solutions with meaning

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Pronunciation ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems & solutions with pronunciation

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Form ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems & solutions with form

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Written language

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Overall comments:

Overall grade: Pass / Resubmit

Pass / Fail

Tutor signature(s) & date(s)

NB *Please use the same cover sheet for submitting all submissions of your LRT. Thank you!


Assignment 1 Language Related Task -‐ LRT 750-‐1000 words* Task: Below is a typical text that you might have intermediate level (CEFR B1) students read in class. In a text-‐based language lesson you would clarify language items from the text so they come from a clear context. This CELTA assignment requires you to analyze language. Before analyzing the language, it’s a good idea to comprehend the text. Read it carefully before you attempt this assignment. 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 have set up task forces where the detergent is sold to track the number of bottles in stores. Police believe thieves are selling the soap, which retails for $10-$20, to buy drugs. On the black market, Tide is often referred to as "liquid gold" and sometimes sells 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 has to retrieve it for customers. So why is Tide the only detergent being targeted? Authorities have come up with 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 tracking it is impossible. 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: When doing this assignment, you do not need to write in prose -‐ bullet points are fine, but make sure you include all the specified information. Use the following form/template for your Language Analysis, responding to all the prompts in the boxes.

Cambridge English Language Assessments specifies that for this assignment successful candidates can demonstrate their learning by:

• analyzing language correctly for teaching purposes • correctly using terminology relating to form, meaning and pronunciation when analyzing language • accessing reference materials and referencing information they have learned about language to an appropriate

source • using written language that is clear, accurate and appropriate to the task

Now, look at the items underlined in the text. You must analyze the four items specified for your assignment – do not choose different ones.


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 this grammar structure in the context of the Tide text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include concept questions (CCQs) with answers and draw any images etc.). Use the context of the Tide text. Make sure you analyze the grammar, not the lexical meaning of the word ‘captured’ 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 word “captured”.


Focus on pronunciation: Include sentence stress and weak forms with phonemic transcript of “he was captured” Anticipated problems and solutions with pronunciation: (provide two problems and a solution for each). Again, make sure these are relevant to the grammar, not just the word captured. 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, verb forms, potentially added or omitted parts, etc. Sources used: (e.g. Michael Swan (2005) ‘Practical English Usage’, OUP, page numbers)


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) with answers and draw any images etc. 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, verb forms, etc. Sources used: (e.g. Rosemary Aitken (2002) ‘Teaching Tenses’, Longman)


Vocabulary 1 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):

I will convey meaning by…

I will check meaning by… (e.g. CCQs with answers) Anticipated problems and Solution(s) with meaning: P1: S1: P2: S2: Pronunciation (Write ‘a spike in’ in phonemes and mark the stress): Anticipated problems and solution(s) with pronunciation: P1: S1: P2: S2: Form (Part(s) of speech, collocation, (ir)regularity), etc.: Anticipated problems and solution(s) with form: P1: S1: P2: S2: Sources used: (e.g. http://www.macmillandictionary.com)


Vocabulary 2 Word / phrase: come up with several reasons

Teaching *Keep to the context of the text

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

I will convey meaning by…

I will check meaning by… (e.g. CCQs with answers) Anticipated problems and Solution(s) with meaning: P1: S1: P2: S2: Pronunciation (Write ‘come up with’ in phonemes and mark the stress): Anticipated problems and solution(s) with pronunciation: P1: S1: P2: S2: Form (Part(s) of speech, collocation, (ir)regularity), etc.: Anticipated problems and solution(s) with form: P1: S1: P2: S2: Sources used: (e.g. http://www.macmillandictionary.com)


4.4 Lessons from the Classroom (LFC) Candidate name: _______________________________________ Criteria

To stan

dard

Not to

stan


To stan

dard

Not to

stan

dard

2nd Submission


Tutor feedback

Identify at least two successful aspects of your teaching

Identify at least three areas needing improvement

Provide at least three suggestions for improvement

Provide evidence of sufficient observation and reflection on others’ classroom teaching

Provide at least three ideas for future development


Word count of 750-‐1000

Overall comment:

Overall grade: Tutor(s) signature(s) and date

Pass

Resubm

itt Pa

ss

Fail

NB *Please use the same cover sheet for submitting all submissions of your LFC. Thank you!


Assignment 4 Lessons From the Classroom

Assessment Criteria for Assignment: Candidates can demonstrate their learning by: • noting their own teaching strengths and weaknesses in different situations in light of feedback from learners,

teachers and teacher educators • identifying which ELT areas of knowledge and skills they need further development in • describing in a specific way how they might develop their ELT knowledge and skills beyond the course • using written language that is clear, accurate and appropriate to the task Part A: Reflections on Classroom Teaching Over the duration of the course you are exposed to adults learning and teaching languages in three situations: your students learning from you, students learning from your peers and students learning from experienced teachers (tutors) in live and video demonstration lessons. Consider the above situations and: • Identify at least 2 successful aspects of your teaching and discuss why these were

successful. Illustrate these with specific examples of where you did it well and how this benefitted your learners.

• Identify at least 3 aspects of your teaching that you would like to improve and suggest improvements. These suggestions for improvement should come from your observations of other teachers – your colleagues, trainers, videos. Be very specific about where you saw this done well and how working on it would be beneficial for your learners.

Your answer does not need to be written in a formal style, first person is fine. Support your observations with practical examples wherever possible. State who the teachers were, what they did that was effective and why those activities / techniques were successful. Part B: Future Development • Discuss how you plan to develop your ELT knowledge and skills after the course. Provide at

least three specific ideas (e.g. arrange to watch experienced colleagues, read published matter on developing listening skills). Specify how these strategies will benefit you.

750 -‐ 1000 words. Please state your word count at the end of your assignment. *See following page for an outline that we recommend you follow.


Lessons From the Classroom Assignment

Here is a suggested structure for your assignment: Part A Paragraph 1: Strength #1

Identify the strength Say why it is beneficial to your students or how it helps your teaching. Give a specific example of a time when you used this and say how it benefitted the lesson.

Paragraph 2: Identify the strength Say why it is beneficial to your students or how it helps your teaching. Give a specific example of a time when you used this and say how it benefitted the lesson.

Paragraph 3: Area to work on #1 Say why it would be beneficial for your students for you to work on this. Give a specific example of a time when you saw a colleague or an experienced teacher do it well. Say what you will do to improve this in the future.

Paragraph 4: REPEAT for AREA to work on #2 Paragraph 5: REPEAT for AREA to work on #3 Part B Paragraph 6: Idea for Future development 1

Specify what it is and how it will enable you to develop into a better teacher.

Paragraph 7: Idea for Future development 2 Specify what it is and how it will enable you to develop into a better teacher.

Paragraph 8: Idea for Future development 3 Specify what it is and how it will enable you to develop into a better teacher. There’s no need to write an introduction or a conclusion.


4.5 Plagiarism Policy “Plagiarism is the "wrongful appropriation" and "stealing and publication" of another author's "language, thoughts, ideas, or expressions" and the representation of them as one's own original work.” “Plagiarism is considered academic dishonesty and a breach of journalistic ethics. It is subject to sanctions like penalties, suspension, and even expulsion.” (Wikipedia, 2014) In terms of the CELTA course, this would be

• Copying someone else´s assignment (in whole or in part). • Getting another person to write an assignment for you. • Lifting ideas from published source without referencing it (this is especially important in the Language

Skills Related Task assignment) • Copying parts of published material without adequately referencing the source.

Of course you can, and are encouraged to, refer to sources of background reading. Here are some ways and conventions for referencing: Paraphrasing what the writer has said. As Scrivener says, encouraging students to read quickly when reading for the first time can help build confidence when they don´t understand every word (Scrivener, 2011, p153) Direct quotation from the book (don´t overdo this. Keep the quotation short) According to Scrivener “it´s actually not necessary to understand every word in order to understand the information you might need from a recording” (Scrivener, 2011, p147) Footnotes – quote directly or paraphrase, then footnote author / year / page number at bottom of page2 And…remember to include a bibliography of any books /resources you´ve quoted or consulted when writing an assignment. This should be written like this: Author surname, Author first name, year, Title of book in italics or underlined, publisher e.g. Scrivener, Jim, 2011, Learning Teaching 4th edition, Macmillan To reference an online source, you should write it like this: Author (if available), Year of Publication (if known), Title (in italics or underlined), Publisher (if available and the organization is responsible for providing and maintaining the information), available URL (in the format: http://internet address/remote path) and the date the source was accessed [in square brackets] e.g. Agar, John, 2004, How to Reference Online Sources, University of Cambridge, http://www.hps.cam.ac.uk/research/webref.html, [accessed July 9th 2015) Please see the following website for further information on the University of Cambridge plagiarism policy: http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html Failure to comply with these guidelines may result in exclusion from the course with no warning and you may be excluded from the CELTA program for up to three years. Sources consulted Wikipedia contributors, Plagiarism, Wikipedia, The Free Encyclopedia, 2014, https://en.wikipedia.org/wiki/Plagiarism, [accessed July 9 2015] 2 Like this: Scrivener, J., 2005, Learning Teaching, Macmillan Heinemann


5. The Final Result On successful completion of the course you will receive a course report (usually within a week), which lets you know your provisional final grade (to be confirmed by Cambridge and the assessor) and a summary of your performance on the course. You will also receive a certificate (usually within two months) confirming your grade. Your course report can be used to support job applications between the time you finish the course and the time you receive your certificate. The certificate is awarded at Pass, Pass B or Pass A level. The meaning of these results from an employer’s point of view is rather unusual. They are of interest to employers less as a record of your performance on the course, more as an estimate of how quickly and effectively you are going to develop as a teacher after it and how much support it is estimated you will need in your first months as a teacher. The full performance descriptors are specified here for your reference on page 31 of your CELTA 5 booklet.

“Certificate grades

The Certificate will be awarded to candidates who meet the course requirements and whose performance meets, or exceeds, the criteria in both assessment components. Candidates are ineligible for the award in cases where dishonesty or plagiarism is brought to the attention of Cambridge English. The following performance descriptors are to be interpreted in the CELTA context, bearing in mind that candidates are pre-‐service and undertaking initial teacher training including six hours of teaching practice. The CELTA performance descriptors are for use by tutors and assessors at the end of the course to determine final recommended grades. By the end of the course, candidates’ performance must match ALL of the descriptors at a particular passing grade in order to achieve that grade. Pass Pass B Pass A Planning Candidates can plan effectively with

guidance. They can analyse target language adequately and generally select appropriate resources and tasks for successful language and language skills development.

Candidates can plan effectively with some guidance. They can analyse target language well and select appropriate resources and tasks for successful language and language skills development.

Candidates can plan effectively with minimal guidance. They can analyse target language thoroughly and select appropriate resources and tasks for successful language and language skills development

Teaching Candidates can generally deliver effective language and skills lessons, using a variety of classroom teaching techniques with a degree of success.

Candidates can deliver effective language and skills lessons, using a variety of classroom teaching techniques successfully.

Candidates can deliver effective language and skills lessons, using a variety of classroom teaching techniques successfully.

Awareness of learners

Candidates show some awareness of learners and some ability to respond so that learners benefit from the lessons.

Candidates show good awareness of learners and can respond so that learners benefit from the lessons.

Candidates show very good awareness of learners and can respond so that learners benefit from the lessons.

Reflection Candidates can reflect on some key strengths and weaknesses and generally use these reflections to develop their teaching skills.

Candidates can reflect on key strengths and weaknesses and generally use these reflections to develop their teaching skills.

Candidates can reflect on key strengths and weaknesses and consistently use these reflections to develop their teaching skills.

Overall Candidates’ planning and teaching

show satisfactory understanding of English language learning and teaching processes at CELTA level.

Candidates’ planning and teaching show good understanding of English language learning and teaching processes at CELTA level.

Candidates’ planning and teaching show excellent understanding of English language learning and teaching processes at CELTA level.

All CELTA assessment criteria are achieved and requirements for written work are met”

Cambridge English Language Assessment, 2015, CELTA Syllabus and Assessment Guidelines Fourth Edition, Cambridge: Cambridge English Language Assessment In the event that a trainee is awarded a Fail by their tutors, their portfolio will automatically be sent to the CELTA head office in Cambridge for a second opinion. There it will be examined in detail and the result recommended by Teaching House will be either confirmed or overturned. This process can, unfortunately, sometimes take many weeks.


6. Glossary of ELT Terms The course can feel like one long list of new terms, acronyms and jargon. Here’s a way to try and cope with the deluge. It’s not an exhaustive list, but the important ones should be here. Abstract Items Vocabulary concepts that cannot be shown visually, such as

truth, upset, knowledge. (Contrast: Concrete Items) Accuracy Practice Practice of a specific language item that has been presented to

students (See also: Restricted Practice. Contrast: Freer Practice) Acquisition Unconscious learning, or ‘picking up’ of language. Anticipation Considering before the lesson what difficulties students will have

with the meaning, form and phonology of a new piece of language.

Appropriacy Whether an item is suited to who you use it with. For example, it

is usually inappropriate to use slang when speaking to the President.

Authentic Produced for native speakers, not for ESL students. (Contrast:

Graded) Back-‐chaining When drilling a longer sentence, it’s sometimes useful to break it

down into chunks. Starting from the end of the sentence and working back chunk by chunk helps to maintain rhythm and features of connected speech.

Choral Drill All the students in class repeat a given word, sentence etc. at the

same time. Helps to build confidence and allows students to get their mouths around new language. See Drill and contrast: Individual Drill

Cloze exercise A type of gap-‐fill where certain words in a paragraph are deleted

and students have to read the complete text and fill the blanks. Commentating See Running Commentary Communicative (adj) Involving the transfer of real information that has meaning for the

students. Learners have to listen to one another to do a communicative task.

Comprehensible Input The language that the teacher uses which is graded to the right

level so that students can still understand yet still be challenged.


This can also include gestures and body language that aid student comprehension.

Comprehension Question A question to check understanding of a text or part of a text. Concept Checking Checking students’ understanding of a language item (such as a

word or grammar structure) which has been presented to them – without asking ‘Do you understand?’

Concept Check Questions CCQs – one of the most useful and common ways of checking

concept. A series of simple questions that break down the meaning of the language being presented.

Concrete Items Vocabulary items that can be shown visually, such as book, table,

elephant, bottle. Content feedback Learners report back the content of their discussion (their

experiences, opinions, conclusions, etc.) to the group and the teacher. See feedback

Contextualization Presenting or practicing a language item in a context (such as a

situation or a text) rather than in isolation. The context helps students better understand the meaning and use of the item.

Controlled Practice (Also called Restricted Practice). Oral drills and written exercises

in which students use newly presented language in a restricted way. The choice they have over the language used is limited in order to help them focus on the structure of the language. Compare Freer Practice.

Cuisenaire Rods Wooden rods of different lengths and colors, originally created for

math work. They can be used to depict many language items and concepts.

Detailed Task A task aimed at checking the comprehension of a listening or

reading task. It requires the student to read or listen carefully and understand details. (Contrast Gist Task)

Dialogue Short conversation between two or more people, heard, written

spoken, created (etc.) in class. Drill/Drilling Teacher-‐centered controlled practice to help learners with

pronunciation, which involves students repeating sentences/words after the teacher or students creating sentences with prompts from the teacher. See Choral, Individual and Substitution Drill.


Echoing When a teacher repeats students’ correct utterances. This is

unnatural, usually unnecessary and increases teacher talking time. It can also be confusing as learners think they have made an error.

Elicit (v) To draw an answer, grammar structure, word, example etc. from

the students by asking questions and giving prompts. Feedback The part of a stage or activity in which learners share their

answers with the group and the teacher. This could be to share their ideas, thoughts and opinions or to check answers to an activity. See also content feedback

Finger Highlighting Using the fingers to represent ‘words’ or syllables in order to

indicate an error or highlight the form and pronunciation of newly presented language.

Fluency Practice Free speaking or writing, to practice those skills in of themselves.

Students use all the English they have at their disposal to communicate, rather than consciously practicing specific grammatical structures recently studied in class. See also Freer Practice. Contrast Accuracy Practice

Form The way an item is written or said. “Form” is also used to refer to

the grammatical operation of items, as opposed to what they mean or how they are used.

Free speaking or writing See Fluency Practice. Freer Practice Practice of specific items in an activity that allows students a

degree of choice regarding the language they use. It usually involves the students using the target item in the context of other surrounding language.

Function What you express through a piece of language. The task a piece of

language performs. For example, inviting, apologizing or expressing regret.

Functional exponent A phrase which expresses a function. For example, “I’m sorry” is

an exponent of the function of apologizing. Gap-‐fill A written exercise in which students put the appropriate items

into gaps left in a sentence. Also called fill-‐in-‐the-‐blank. NOTE: Be careful not to confuse this with: Information Gap


Generating Interest Before working with a reading or listening text, or before starting a speaking or writing activity, the teacher creates interest by asking students what they know about the topic, or by doing an activity that makes the topic relevant to the students.

Gist Question / Task A question/task asked to check students’ general overall

comprehension of a text (listening or reading), as opposed to a comprehension of the details contained in the text. Compare: Detailed Task.

Graded (Language) Language (in a text, oral instructions, etc.) that is simplified so

that it can be understood by a learner of English, for example by removing complex words, idiomatic phrases, etc. and making sentences shorter with only one or two clauses

Grammar The rules that govern the form of a language. The nuts and bolts

that hold the vocabulary together. Group Work Students work in small groups, rather than all together or

individually. (Contrast: Open Class) Guided Discovery A technique where students work out language meanings and

rules for themselves. By looking at examples of language and answering written guided questions, students can draw conclusions about the meaning and form of language.

Highlighting Form Drawing students’ attention to the important aspects of how an

item is formed, said or written. It can be done orally (using Finger Highlighting) or on the board (see Written Record).

Highlighting Meaning Drawing students’ attention to the meaning of a particular

language item. Often involves time lines, CCQs etc. Icebreaker An activity done when you first meet a class in order for everyone

to get to know each other, to build a good class atmosphere and to make students feel comfortable.

Illustrating meaning Using a picture, mime, gesture, definition, text, situational story

etc. to demonstrate the meaning of a language item Individual Drill After doing Choral Drilling, the teacher then asks students

individually to repeat a newly presented word or sentence. Compare Choral Drill. See Drill.


Inflection = Intonation (NOTE: This use of the word “inflection” is specific to American English and will be misunderstood by most speakers of other varieties of English!)

Information Gap An activity in which students use language to exchange

information between one another. The information each student has is different, yet related in some way. By communicating with each other students gain a complete picture. Information gaps can be either relatively controlled, or much freer. It depends on how they are set up, and how much prompting students receive. They are always communicative.

Instructions Checking (ICQs) Asking questions to check that students have understood

the instructions to a task or activity you have set (e.g. “so will you show your paper to your partner? (no) Contrast: Concept Checking

Intonation Meaningful changes of voice pitch in a word, phrase or sentence.

The “music” part of phonology. Americans often refer to intonation as ‘inflection’.

L1 A learner’s mother tongue or “first language”. L2 The language the students are learning, in our case this is English. Lead-‐in The introduction to your lesson (or to an activity within your

lesson), where you introduce the topic, generate interest, get students thinking etc.

Lesson aims What the students will be able to do at the end of the lesson that

they couldn’t do at the beginning (or at least not as well!) Lexis Vocabulary, i.e. words and phrases. Lexical Set A group of words or fixed expressions connected by meaning or

form. For example, ‘furniture’ ‘food’ or ‘adjectives of size’ ‘phrasal verbs with “up”’.

Lockstep When the interaction in class is between the teacher and the

students, not between the students themselves. The teacher is controlling the interaction.

Matching Exercise A written exercise where students match given words and

sentences with appropriate pictures, definitions etc.


Meaningful An activity is meaningful if students cannot complete it unless they understand the meaning of what they are saying or writing. Content is important. Repeating sentences you do not understand is not meaningful! Changing present tense into past or passive mood into active is not meaningful. Contrast: Mechanical

Mechanical Not involving communication. Repetition drills, making positive

sentences negative etc. are mechanical – focusing on form and pronunciation but not meaning. Contrast: Meaningful

Metalanguage The language used to talk about language. For example, the word

‘verb’ is an item of metalanguage. Mingle activities When the learners are on their feet, moving around the

classroom and talking to each other to perform a task (e.g. find somebody who... (can play the guitar).

M F P Meaning, Form and Phonology: the three areas you have to cover

when presenting new language to students Model or Marker Sentence A sentence showing a language item in its typical use. New items

are often presented and initially practiced using a Model Sentence, particularly when doing a Situational Presentation. NOTE: A marker sentence does not normally define or explain an item. It simply shows the item in use.

Monitoring After giving directions for a pair or group work task, teachers walk

around the room to make sure that students understand the activity and are doing what was asked. It is also a way to assess progress and listen for errors that can be corrected later.

Narrative A written or spoken story. Nominating Using a gesture or a learner’s name to nominate them to answer a

question during feedback or drilling. This ensures that everyone has a chance to participate and avoids less confident students from being side lined

OHP/OHT Overhead projector/Overhead transparency. Open Class When the whole class is listening to one student or to the teacher.

The focus is on the teacher, who is leading the stage of the lesson. See also teacher-‐centered. Contrast with student-‐centered.

Open Questions See WH questions.


(Learning) Outcomes What learners will gain from the lesson. What can they do now that they couldn’t do at the start of the lesson (E.g. by the end of the lesson learners will be able to use the past perfect tense in order to make the order of events of a story clearer).

Pair Work When pairs of students work on a task at the same time. The

focus is student-‐centered. Peer Correction Prompting a student to correct another’s mistake – perhaps when

self-‐correction has been unsuccessful. Personalized An activity which involves students talking/writing about their

own life experiences. Phonology The study or practice of sounds, intonation and word & sentence

stress. Phrasal Verb A verb and particle (preposition or adverb) which combine to

produce a meaning different from the meanings of the verb and particle separately. For example, ‘to run up a bill’ or ‘to get away with something’.

PPP The introduction of a language item through a process of

Presentation – Practice – Production. Situational Presentation is a type of PPP lesson. In this framework ‘practice’ means ‘controlled practice’ and ‘production’ means ‘freer practice’.

Presentation The first stages of “teaching” a new item to students. It is usually

followed by practice activities. Productive Skills Speaking and writing. Contrast: Receptive Skills Prompt A word, mime, gesture, etc. that elicits an item, etc. from

students. Pronunciation How a word or sentence is said – the sounds, stress and

intonation. Realia The actual object used to illustrate meaning. For example, if you

are teaching different types of fruit, you could bring in realia: bananas, oranges, apples etc.

Receptive Skills Reading and listening. Contrast: Productive Skills


Review Brief re-‐presentation (and practice) of an item that you think or know the students have previously learned. Contrast: Presentation

Roleplay The acting out of a dialogue or conversation, based on some

(usually situational or functional) prompts. It usually provides either controlled or freer practice, depending how much structure and guidance are provided. Usually roleplays are done in pairs or groups. They are not normally then acted out in front of the class.

Running Commentary When a teacher “thinks out loud” in class, causing unnecessary

TTT. It is usually said very quickly and quietly, or comes in the form of an ‘explanation’ that students usually do not need or understand. Examples: “OK, so we don’t have time to do what we were going to do, but I’m going to give you guys a hand-‐out. It’s probably too easy for you and I should have chosen a different one, but just go ahead and do it anyways, and it’s not a very good photocopy, but….”

Self-‐correction Prompting a student to correct their own errors, rather than the

teacher providing the correction. Situational Presentation A type of PPP lesson, where the teacher builds up a context using

pictures, prompts, questions etc., and then elicits or gives a model sentence that includes the target language. After meaning, form and phonology have been highlighted, the language is then practiced.

Skills Language skills are how language is used. Speaking, Writing,

Reading, Listening (see Receptive and Productive skills) Stage A ‘part’ or ‘phase’ of your lesson. Most lessons consist of several

different stages. Stress The emphasis placed on a syllable in a word (=word stress) or on a

word in a sentence (=sentence stress). Word stress and sentence stress are two components of phonology.

Student-‐centered Any approach which encourages students to participate fully in

the learning process, and which fosters autonomous learning. A student-‐centered lesson means the focus is on the students, through pair and group work, eliciting etc.

Student Talking Time (STT) The amount of talking done by students in class. In a language

classroom this should ALWAYS be higher than TTT.


Substitution Drill A type of oral controlled practice. The teacher gives a model sentence and, after drilling this chorally and individually, prompts students to change specific words in it.

Systems The systems of language are knowledge of how the language

works – what it means and how it’s used. The language systems are grammar, vocabulary, functional language and pronunciation.

Tapescript/ Audioscript The transcript of a listening text that usually appears at the back

of the students’ textbook. Useful for planning purposes. Target Language The language item(s) you are aiming to teach in a lesson. For

example, if your lesson aim is to improve students’ knowledge of the past perfect, then your target language is the past perfect.

Task Based Learning A relatively new approach to teaching language which involves

taking a ‘task’ as a starting point, and then raising students’ awareness of the language required in order to successfully perform the task.

Teacher Talking Time (TTT) The amount of talking done by the teacher in class. Too much is a

bad thing, especially if it’s extraneous (see Running Commentary for example). Contrast: Student Talking Time.

Test-‐Teach-‐Test A systems lesson framework where the teacher first checks to see

what students already know about a language item, often by doing some sort of practice activity or ‘diagnostic test’. The teacher then presents or clarifies the aspects which the students have problems with. Further practice of the language item then occurs.

Teacher-‐centered When the focus of the lesson is on the teacher, not the students.

While of course it is necessary for the focus to be on the teacher at some points in the lesson, it shouldn’t be the focus throughout the entire lesson. Too much is a bad thing.

Text A piece of reading or listening. Text Based systems lesson When new language is first encountered in a text before being

analyzed and practiced. Time Line A visual representation of a tense; used for highlighting meaning,

or concept checking. Warmer A short activity at the start of the lesson, before the teacher

moves into the main part of the class. A warmer can be connected


to the general theme of the day, or could be something completely separate.

WC Not Water Closet but Whole Class. WCFB = Whole Class feedback. WH-‐ Question A question starting with “Who,” “Where,” “What, “How” etc.

Often referred to as an open question, as the answer can be extended. Contrast: Yes/No Question

Written Record The stage in your presentation which involves writing the form

onto the whiteboard for students to copy. It’s not always necessary to do this – a photocopy or an overhead transparency also works.

Yes/No Question A question that requires a Yes/No answer. For example: “Do you

smoke?” “Can you drive?” “Did you watch TV last night?”

7. CELTA-‐Specific Glossary The following are all bits of jargon you will encounter over the next four weeks specific to this course. You’ll quickly become familiar with them, but it’s useful to have a list to refer to. Assessor University of Cambridge representative who will come to check

the course (during the last two weeks) Assignments Refers here to the four written assignments you have to do.

Contrast TP. Blue book The official booklet where you record lessons taught, classes

observed, and where we track your progress. So called because it is indeed blue. Also called CELTA5. Kept in your portfolio.

CELTA 5 See Blue Book. CELTA5 is so-‐called because there are 4 other

administrative documents from Cambridge that precede it. Feedback Comes in two forms: verbal and written. Verbal feedback is

discussion of your lessons. Written feedback is comments in writing on your lessons and also on your assignments.

Front Page When you submit a lesson plan or a written assignment there is a

‘front page’ that accompanies it. Be sure to attach a front page, as this is where trainers write their comments and grades.


GLP Guided Lesson Planning. The time during the CELTA day where the trainers will be available to help you with your lessons.

Input The seminars and workshops that cover theory and methodology

of teaching. The part where we teach you. Portfolio The binder you will build up and maintain during the course.

Contains your lesson plans, your assignments and your CELTA5. Procedure page The step – by-‐ step part of your lesson plan that contains stage

aims, details of the procedure, timing and interaction patterns of your lesson.

Progress Reports There are two (and if necessary three) of these during the course.

The first is completed by your tutors at the end of week one, the second is completed at the end of week two, and is accompanied by a face to face tutorial.

Self-‐evaluation The written post-‐teaching reflection you write after you have

finished your lesson. TP Teaching Practice. The part of the CELTA day when you are the

teachers. TP Points The details of what you are teaching, which order you are

teaching in, and suggestions on how to go about planning your lesson. As the course progresses and you become more independent, these are withdrawn.

Tutorial A one-‐on-‐one meeting held with your TP tutor half way through

the course. A follow up tutorial will be given at the end of stage 3 if necessary.


We hope you enjoy your CELTA course.

All the staff at OHC.

www.ohcenglish.com www.teachinghouse.com www.myteachinghouse.com

th celta candidate handbook 2018 ohc version

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