Yesterday you Do you mean you go everyday? You went to the beach. Payattention to how the trainer corrects the error. Error How was it corrected? Canyou borrow me some money? Do you can juggle? Bring me the menu! Her father is a PROfessor. My brotherfell off his bike but he wasn't badly.
Your trainer will give you a set of cards. Each card has an error on it. Trainee A: Play the role of the learner. Take a card and read out the error. Trainee B: Play the role of the teacher. Correct A's error. Trainee c: Play the role of an observer. Give feedback on the success of the correction strategy. Take turns at playing each role.
Complete the mind map. You may add as many extra 'bubbles' as you wish. Then compare your mind map with another pair's. Write a list of all the things you listened to in the last 24 hours. Then answer the questions. Were the texts easier to understand? There are often several tasks which would be suitable for each text type.
Which is the most. Put the headlines in order. Decide which words 7 over 40 arrests are stressed. B an Al11crican JTan1 c Listen again and check. She plays the complete recording, checks the answers, and replays sections if necessary. The teacher sets a gist listening task - for example, Who is talking to whom, about what, and why? She then plays a short section of the recorded extract, and checks the answers. Design a sequence oftasks for :. I was lucky, I suppose, and now I ile-Iistening tasks, and one have a job that I love.
GARY You don't have to go to university, but you probably learn more facts than a university student - at least that's what people say! London taxi driver has to know 25, streets and aU the important places in the city.
And you don't have much i! Q2: My students hate listening to recordings. Is there an acceptable alternative, such as reading the transcripts to them aloud? Q3: When I do a listening activity in class, the students get frustrated if they can't understand every word.
How can I discourage them from trying to do this? Q4: My students say that they like listening to songs, but I'm not sure that this is a good idea. Should I let them, and, if so, is there an effective way of using songs?
Q5: Many coursebook listening texts sound a bit stilted and unnatural. Is there a good reason for this, and is there a viable alternative? Q6: My students complain that they can understand recordings in the classroom, but that they have problems understanding real people when they talk to them.
How can :[Aelp them with this? The aim of classroom reading is the appreciation of literary texts. Reading purposes and strategies Identify the reasons for reading and the ways of reading for these different text types. Proksimume persoI1oj estis en la teatro, guante spektaklon, kiam fajro ekestis. La fajrobrigadanoj sukcesis estingi la fajron, sed pluraj personoj pereis, plejparte surtretitaj de la panikiginta homamaso.
La urbo egipta estis la sidejo de festiyalo pri amatora teatro, kio arigis plurajn aktorojn kaj trupojn el la tuta nordafrika lando. What clues were you using in order to answer them? Decide whetherthey are pre-reading, while-reading or post-reading exercises.
What can you taste? How do you feel' c The words in the box are from Brian's article about Vanuatu. Use a dictionaly to check the meaning. I remember picnics e Answer the questions. Life there was warm, 5 He remembers four bad things.
What are they? We played sports 6 In England, which two things take Brian back to Paradise? Once I 25 was very ill. There was a. And' once an earthquake carried my car hardworking? Write a postcard to I don't remember the bad things. I can 2. Begin: taste the sweetness of the fruit. I can :Jear I can. It's beautiful. The sea and the hear the wind in the trees. How do you feel' c The wards in the box are from Brian's alticle about Vanuatu.
Use a clictionalY to check the meaning. Look into my thoughts and you'll see memories of those islands Do you think Brian was happy in varttatll? We played sports 6 In England, which two iliings take Brian back to Paradise? But there were problems, too. There were hunicanes which blew down houses.
Write a postcard to 30 But now I'm back in cold, grey Britain :iiend. Begin: I don't remember the bad things. And when I 35 remember the colour and the sunlight, I'm in Paradise again. Imagine that you are going to use the following text with a group of intermediate learners. It The ruins of almost every ancient city include a seems that the first team to score won.
In Mexico alone well over stone ball courts have The players were not allowed to hit the ball with been found. They could use only their knees, hips and elbows. The ball could not touch The game called pok-o-tok by the Aztecs is no the ground. Ballplayers used cotton pads and thick longer played and the rules were never written leather clothing to,protect themselves from the down.
What we know about it is based on ball. Evidently, players were often injured, despite drawings and on descriptions by the first European these protective measures. Apparently, the players were divided into two teams. Each team fought for possession of the The game seems to have had a religious ball.
On either side of the rectangular court were significance. It may have been a re-enactment of two long sloping walls. The object of the game was an ancient creation myth.
Perhaps the ball to drive the ball through rings that were positioned symbolised the sun as it moved from the east to on these walls. The ball was solid rubber, probably the west across the sky. If played correctly, the a little larger than a modern basketball, and would game would cause the sun to shine, the rain to have weighed several kilograms.
The rings were come at the right time, and the crops to grow. A reading lesson Put these stages of a reading lesson in a logical order. Who wrote it? Why is it a good idea? What is the alternative? Teacher: [points to picture] This is Lisa.
She used to be a receptionist in a hotel. But she changed her job six months ago. She did a course in acupuncture. Now she works as an acupuncturist. She's been doing this for six months now. Meaning becomes clearer in context. But some contexts are better than others. Choose the best context a-d to present have to obligation.
Amy: Hi, Bella. I have Hi Rick. Thanks for your message. I can't meet this to babysit for my sister. It's the start of term, and so I have to be at the college every day. It's Thanks all the same. Each teacher has to Amy: Never mind. Some other meet with their head of department. It's one of the time, maybe. Maybe the week after? I don't have to work on Monday: I'm free all day.
Xt "'Ol'ttlA ::c lAMe. II-S "'iJ hie. Ann: Hi, Bill. What do you have to do tomorrow? Bill: I have to go to my math class. And then I have to prepare for an exam.
What do you have to do? Ann: I have to practise the violin. Then I have to go to school. After school I have to do my homework. Bill: You've got a busy day! Text-based presentations ead the first part of the extract from a coursebook about Tanya and answer the questions. What structure is this text presenting? Grammar questions - Which tense is used to describe Tanya's real life? Tanya, aged 7 Does she Jive in a palace' I live in a block of flats with my Mum and What tense is lived?
My Mum works in a hospital,.. I'd have servallls to look after me. We have a budgie and a - Complete the following rule. Graham, aged 9. I go to the village school. I walk C to school with myJfietid. Read one ofthe following authentic texts and decide: a what language area s you could present using your text, at the level that is indicated b how you would stage your presentation, induding preliminary work on helping the learners understand the text.
How long do you plan to stick around? I came to London about a month ago with my I think we will probably stay as long as we can. After this we're heading back home. Inter-railing sounds great. Where did you No more travelling expeditions, then? Maybe in the future. I'd love to go to Japan and We went pretty much everywhere. I think my girlfriend is heading to New Zealand next Barcelona was probably my favourite place.
Are you planning on working while you're here? Sounds great. So what's been your best memory Yeah, we both have working visas.
My friend has a of London so far? I think I should Probably when we first arrived. I get one soon. We drink a lot - I think that is where remember feeling really excited and couldn't wait my money seems to be disappearing to. I think I'll definitely be back in the future. That could be it. So you're enjoying what London has to offer, then? Yeah, we love it. Everyone is really friendly and there's so much to do. It's been great meeting other backpackers in and around the hostel.
A Suffolk woman travelled from John o'Groats The landscape photographer used each method to Land's End - using 73 different types of for at least rT! Roz Gordon, 35, headed south on a dog sled, She completed her journey in stages. Ataxia UK. Her mum Sandra, 67, suffers from the condition. LEO Mistakes made are not beyond repair no matter what other people are July 24th- telling you.
You might feel half tempted to walk away from a stressful August 23rd situation but ifyou do, nothing will be resolved and you will only have the same issue to return to later. A responsible attitude and perseverance will be the way to work out a solution. As you take charge others will realise you aren't called the Lion of the zodiac for nothing I Call my Leo advice line to hear why you can be a major motivator for others and how you will get good news by the weekend.
You want to use your initiative to sort out a tricky January 20th matter without consulting anyone. This could lead to a dressing down when a manager disagrees. Granted, others may grumble and groan if you take problems to them. Youmight even feel a complete idiot at having to rely on their involvement but it's one of those days'when you just can't win no matter what you dOl Call my Capricorn advice line to hear why you need to remember your most important commitment is to yourself.
Ifyou receive an unexpected financial gift or some other kind of money surprise, don't be too quick to spend it!
It could turn out there are strings attached or you were not the proper recipient for this after all. You don't want to have to pay for other people's mistakes but ifyou act too quickly or take anything for granted, it is entirely possible that is what's going to happen, today Call my Piscean advice line to hear why an unusual achievement or unexpected success will boost your personal prestige and reputation.
Askquestions to find three people that you have at least three things in common with. Youcan onlycount things that you do not already know. Forexample, Weare both female is not validfor this activity. This unit focuses on fluency based speaking activities. More controlled, or restricted, activities are dealt with in Unit 8.
El Different speaking activities Communicative language teaching is based on the premise that people use language in order to communicate. As we communicate by speaking, listening, reading and writing, then it follows that it is useful to give direct practice in these skills - rather than using these skills only as a means of practising particular language points.
Discussthe questions for the speaking activities on the followingpages. Then complete the table on page Consider how easy the activity is to set up and manage. For example, does it need any materials? Do the learners need time to prepare? Do the learners have a purpose for doing the activity? Is there an outcome? How much speaking will it generate? How easy is it to predict the language that the learners will need in order to do the activity?
For example, what vocabulary and grammar are they likely to need? How versatile is the activity type? For example,'could you adapt it for a higher or lower level?
ActiVity 1 Discussion Work in groups. Discuss the following quotations. Do you agree or disagree with them? Give reasons. A teacher should have maximal authority and minimal powelc Thomas Szasz! Maria Montessori Technology isjust a tool. In terms if getting the kids working together and motivating them, the teacher is the most important.
The parent will meet the teacher and the headteacher of the school. You will take one of the following roles. Student A: Parent You are worried that your child is unhappy at school.
You think she is being bullied by older children. You have been very busy at work lately and only noticed the problem recently although your daughter says that it has existed for some time.
Student B:Teacher ou have only been working at the school a few months. You know that a parent is coming to see you and the headteacher about their daughter. You are pleased they are coming, because the girl has been disruptive in lessons. StudentC:Headteacher You are going to have a meeting with the parent of one of the children and her teacher.
You will run the meeting. The girl's current teacher has only recently joined your team. Plan what you are going to say. In groups of four, prepare a survey on the topic: Are you a good language learner? Prepare six questions that you will ask the other students in the class. For example: Do you do the homework that the teacher gives us? Form new groups, so that each student in the new group comes from one of the original groups.
Ask the other students your questions, and make a note of their answers. Return to your original group. Share the results of your survey. Prepare a presentation of your findings. Use expressions like Five out often students always do their homework.
Draw some conclusions from your survey. Some sentences should be true and e should be false. Take turns to read out one sentence each.
Can you guess which of ates' sentences are true or false? If you are not sure, you can ask them questions. Activity 5 Information gap 1 This is your diary for next week. Fill in five of the spaces with arrangements you have made. For example: meeting with boss; dental appointment.
Work in groups of three. Use your diaries to find a time when you can all meet. Choose one of the exercises from activity Bl.
Decide how you would set it up in class. Write down the instructions you would use. You can't always restrict people to using groupwork? Correction is a way of focusing on a variety of language points, anyway.
It took me ages to learn that. I'd language point practised in a speaking exercise? I was terrified of silence.
Also if learners are talking, doing what you want them to do - don't interrupt them and stop them doing it. One, get some of the finished with some speaking. But the two learners to report back on what they speaking tasks were nearly the same. Is that OK? What can and may correct errors then, but I try to you do? I think it can be a good thing - the learners should see an improvement, which is good. Sometimes I just switch the groups round a bit so that they are not talking to the same people.
Work with a partner from anoth rteaching practice group. LQok at the books that you are using with your respective groups and choose one speaking activity from each.
Answer the follOWing questions. Would you be happy to use it with the appropriate group? How could you make it maXimally productive? For example, how could you ensure that as many learners as possible are speaking as much of the time as possible? Which ones do you agree with? Discuss your ideas in groups. Afterwards they write their own letter of complaint. For example, they discuss the achievements of a famous person.
Analysis of activity types Activity type Purpose: is Integration: do Authenticity: is Readership: What level could there a the learners the task a does the writer it be used for? Discuss ways to redesign the following writing task, in order to: a make it more communicative b make it more integrated i.
Put the stages below in the order in which you would do them. Are there any things here that you wouldn't do? Discuss what implications this has for teaching. How would they be Tick.
Formal e-mail Informal e-mail o How much do the courses cost? I would like o Are there Business English classes? Vherecan I stay? Yours faithfully [] Where afe the teachers from? I am especially interested in an intensive course of two or three weeks. I am 31 and I work in the library at Miian University. I can read English quite well but I need to improve my listening and speaking. I have looked at your website, but there is no information about intensive courses next summer.
Could you please send me information about dates and prices? I would also like some information about accommodation. My wife is going to visit me for a weekend when I am at the school. Could she stay with me in the same family? I look f9! Yours faitt1! Write two paragraphs. Marking written work Work in pairs. Discuss the ways the errors in this learner writing have been indicated and answer the questions. Do you think the approach to correction would be the same for all levels?
Complete the key. Hk j pY"od'Uc. Mso we. Y" tkCtl't c. CtY"j e. O un tkis wCt j' :I:1't Ctdditiol't we. Ctl't ot-t-ic. Your trainer will assign your group one of the following writing tasks. Plan the stages of a lesson that lead up to the activity. One is the reader and one is the writer. Reader: run to the wall and read the text. Run back to your partner and dictate as much of the text as you can remember.
Continue until your partner has completed writing the text. Work as qUickly as you can. When you have finished, compare your text with the original. Answer the questions about activity Al. What was the atmosphere like in the room as you were doing it?
Combining skills Activity listening speaking reading writing a Learners do a minute roleplay in pairs. Half the class are journalists, who interview the other half of the class, who are famous actors. They then write a magazine-style article on the subject. They discuss their answers in small groups before reporting back to the teacher. They then listen to the radio programme and answer questions.
Choose some tasks in the coursebook you are using in teaching practice that include a combination of two skills. Consider the balance ofthe skills in the tasks. Are the skills equally prominent in all cases? Aliens will be talking to us within the next 20 years, according to scientists. Dr Seth Shostak of the Search 'will chat for Extra Terrestrial Intelligence group said: 'We'll know we are not alone between the years and Dr Shostak,pelieves aliens could already be listening to Earth.
And he reckons alien life may have landed in clumps of bacteria cells. This is when the teacher teaches a subject - such as biology, economics, or geography as in the lesson description below - through English. At what stage is there a focus on grammar?
Why is Denmark colder than Greece? The learners discuss the answers in pairs. Greece is nearer the equator than Denmark. Places nearer the equator are hotter. But why? Our heat comes from the sun.
The heal is the same at the equator and at the poles A and B. But near the poles the heat covers a larger area C than at the equator D. So allhe poles each place gets less heat and it is colder. That's why places further from the equator are colder. Only one city is colder than London in January.
Lisbon is always hotter than Moscow. Madrid is hotter than Lisbon in April, but is colder in February. This diagram shows the seasons for the northern hemisphere. Explain in writing why it is hotter the Earth leans Are there any disadvantages? Would the same approach work with a class of adults? What adaptations might you need to make? A- an authentic understand by 'text.
They answer questions based on the text. How could you also develop productive 4 Why is it not skills in this lesson? Didyou complete it in a similar way? How could you apply your metaphor to the design of the lesson? Put these stages of a lesson into a logical order. How long would you expect to spend on each stage in a minute lesson? Level: Intermediate Task: Writing a story to practise past simple and past continuous Stage Time Procedure a The teacher divides the class into three groups.
Each group makes up a story. Learners volunteer stories. Learners decide which rules go with which verb form and pick out examples from the text. The learners tell each other their stories. C mplete the table with the interaction patterns in the box. Activity Procedure Interaction Speaking Learners talk about their hobbies and interests in groups.
Checking Learners compare answers to reading. Example: My father is often bad-tempered. However, some teachers like to plan more formally than others and some teaching situations may demand a more formal approach to planning.
Written lesson plans can usually be divided into two parts. One part is the 'procedure' - it includes the activities, their rationale, and their interaction patterns see sections B and C.
The other part could be termed the 'pre-plan' and gives background to the lesson. Pre-plan 1 Aims a The learners already know will and may overuse this. If necessary Iwill use a short discrimination exercise contrasting will and going to.
It's possible that one or more may not attend, leaving an odd number. Linguistic Organisational Individual The learners already know 'will' and may overuse this. For example, If necessary I will use a short discrimination exercise contrasting 'will' and 'going to '.
Work in groups. If I had the time I would study Russian. Use the timings to establish the sequence of stages. Then match the activities and their rationales with each stage. Choose two or three of the following statements and discuss them. Who are you most like 2. Do you thinkyou will change I plan - I follow the plan I spend coursebook. After all, it was written at least as much time planning as I do and trialled by experts. I do it because my students deserve a professional approach.
Then find a partner who has made similar choices to you, and agree on their order of importance. Lesson aims are important because Read the following six lesson aims. Fiveof them relate to the s,ame lesson. Which is the odd one out? What is unsatisfactory about the other aims? Lesson A I've got a short text about a driving instructor. So the text is a way of contextualising the language s ' that I can contrast the verb orms.
Lesson B I've recorded two of my colleagues talking about their weekend, and I'm going to use this as a model for the learners to do the same thing, in pairs. There are one or two useful expressions in the recording, such as different ways of expressing evaluation: not bad, pretty good, quite nice, etc. Raymond said: 'On Mon- A two hour pleasure trip day, we were dying of And all the Then we ate seaweed. It time they The family were island: 'We now know what an suffering from sunburn, it's like to face death - a thirst and hunger.
He has out of fuel on their way put his boat up for sale. I Have you ever got on the wrong train or bus? What happened? What was wrong with it? Read these questions written by trainee teachers for their trainers. Andrew: 1ve-ssol1 wAS me. Al1t to be. Abo1At re. In first language learning, 3 precedes That is, we start by using our first language in order to convey our meanings, and only later do we achieve precision at doing this. But, in second language learning, the focus is traditionally on That is, language is presented and practised in isolated 'bits', and only when these can be produced correctly is the learner allowed to use them to express their personal meanings.
There are alternative approaches to lesson design, however, that foreground 7 Learners are encouraged to express their personal meanings, and only later are these fine-tuned for This type of approach is sometimes called a ' 9 first' approach.
Identify where each stage I told. I then wrote 'I'ye got. We pro. We then d. Discuss these questions about the lesson in activity B2. Task-based learning One way of prioritising communication in the classroom is through 'task-based learning' or 'activity-based learning'. Learners are given a task to do or a problem to solve. There is no prior focus on language. Only while they are doing the task, or immediately after its completion, are the learners given any explicit guidance as to the language items that might help them perform the task.
They may then be given an opportunity to incorporate these items into a subsequent, similar, task. The teacher introduces the idea of 'the qualities of a good teacher'. Learners then work in small groups to produce a draft of a poster entitled 'Tipsfor teachers'. The teacher tells the learners that they willreport back on what they have included and also give reasons for their choices. She gLvesthem a few minutes to prepare and then the learners give their reports.
The teacher puts a model senttrlce on the board and focuses on the form and meaning of 'should' to convey mild obligation and duty. The learners then complete sentences about other professions. For example: A pilot shouldn't drink alcohol A hairdresser should be friendly to clients.
The learners then work in groups to produce a poster entitled 'Tipsfor language learners'. The teacher later displays the posters on the wall.
Plan how to use the following task with an intermediate class. Youare the editors of a student magazine. Youare planning to include a short article about the lifeof someone that you think willinspire your fellow students. Youmust decide together who you think would be a suitable subject.
Afterwards you willreport your discussion to the group and also the reasons for your final choice. Put the students into groups of five or six. Their task is to make a recording for another group. They should record around five minutes but this may take up to 25 minutes as they use the pause and rewind buttons to rehearse, practise and correct what they say. When the recordings are made they should be exchanged with another group.
The group then transcribes the recording they receive. These could be displayed on an overhead projector or photocopies can be made. The texts can then be analysed. Suggest howyou could focus on the language areas that arise in these situations. You notice that several learners need help expressing the idea of shouldn't have done.
You decide to make a lesson point of this. You decide to present this language area and practise it. At the beginning of a lesson a learner asks what the difference is between 'taking an exam' and 'passing an exam'.
You explain and also decide to expand this vocabulary field. You want to give a little practice and also provide an opportunity for communication.
Read these contributions posted to an ELTdiscussion board. Suggest ideas that could hel p the teachers. Felipe: I get frustrated because I often present language at the start of the lesson and we practise it a lot, but the students hardly ever produce it in a freer situation at the end ofthe lesson.
Clare: The coursebook I use is OK- but I always feel that the starting point is 'here is the grammar - what can you say with it? Dave: I'm quite newly qualified and I like the idea of using tasks in the lessons, particularly near the start of lessons, but I'm worried in case it throws up a language problem I can't explain. Maria: I've always tried to keep my lessons quite learner-centred. But when I teach grammar sometimes it seems inevitable that the lesson will be dominated by me, particularly at the start.
Where have the substantial communication phases tended to come in lessons that you have taught? It's really boring now. I wish the teacher Before the break we did a long reading text would give us more chance to say and then after the break the next teacher did what we want to do in lessons.
It was so boring. I can't prepare for lessons because I never know what the teacher is going to do next. I find the class quite difficult and it would be better for me to do some work before the lesson. Teachers are expected to plan their classes. We have already looked at plans for individual lessons and in this unit we are going to consider longer-term planning. A scheme of work also ometimes called a timetable is a plan which looks further ahead than just an individual lesson.
Depending on the context in which they are working, teachers may be expected to produce a scheme of work for a week, a term, or even the entire year. Think back on the teaching practice lessons you have given or any lessons you have served.
Was the pace urgent or relaxed? Think back to your recent teaching practice sessions and answer the questions. In what ways might a scheme of work differ in each context? None of the class is above CEF level Al and some have additional literacy needs. Use the cards your trainer gives you to plan the lessons for the week. Then compare ideas with another group. Monday Tuesday Wednesday Thursday Friday Plan a sequence of lessons based on the coursebook that you are using in teaching ractice.
Your trainer will tell you how many lessons you should plan. Divide the list into two groups. What criteria did you use to divide the factors? Think about a learnerfrom one of your teaching practice classes who appears 'highly motivated'. I How is this motivation demonstrated? Discuss the following questions.
I Do you think the teacher should set targets that are easy to achieve, difficult to achieve, or somewhere in-between? In a teacher's mind, motivated students are usually those who participate actively in the class, express interest in the subject matter and study a great deal.
Teachers can easily recognise characteristics such as these. They also have more opportunity to influence these characteristics than students' reasons for studying the second language or their attitudes towards the language and its speakers.
If we can make our classrooms places where the students enjoy coming be. Although little research has been done to investigate how pedagogy interacts with motivation in second language classrooms, considerable work has been done within the field of educational psychology. In a review of this work Graham Crookes and Richard Schmidt 1 point to several areas where educational research has reported increased levels of nlOtivation for students in relation to pedagogical practices.
Included among these are: Motivating students into the lesson At the opening stages of lessons and within transitions , it has been observed that remarks teachers make about forthcoming activities can lead to higher levels of interest on the part of the students. Varying the activities, tasks and materials Students are reassured by the existence of classroom routines which they can depend on. However, lessons which always consist of the same routines, patterns and formats have been shown to lead to a decrease in attention and an increase in boredom.
Varying the activities, tasks and materials can help to avoid this and increase students' interest levels. Using co-operative rather than competitive goals Co-operative learning activities are those in which students must work together in order to complete a task or solve a problem. These techniques have been found to increase the self-confidence of students, including weaker ones, because every participant in a co-operative task has an important role to play. Knowing that their team-mates are counting on them can increase students' nlOtivation.
Clearly, cultural and age differences will determine the most appropriate way for teachers to motivate students. In some classrooms, students may thrive on competitive interaction, while in others, co- operative activities will be more successful.
I Crookes, G. Learners' views a Fan Kong: I don't like it when 1 do a bit of homework and then don't get it back for a long time. It really annoys me. I think teachers should give work back quickly. I remember when I was thinking my English would never get better and my teacher always told me it would and always said how weill was doing. It made me feel better -I think teachers should encourage students as much as they can - it's really important. One of the lessons I like best is when the teacher tells us to choose a reading from the internet - anything we like.
And then we write some questions and give them to another student and they answer them. It's fun for students to choose the material sometimes. I think it is really important for the teachers to give us tests sometimes. It makes me look back at work we've doriebefore and makes me realise how much I have learned.
I remember a course where all the lessons were too easy for me - it was terrible -I didn't learn anything. It's important thaeachers make it the right level. Teachers' views a Jason: I sometimes get learners to make posters and things and it's always nice if you put work on the walls so everyone can see it. I even do it with essays and things sometimes because at least then there is some sort of readership and audience created.
So, write some sentences about things you used to do, but you don't do now. And when you've done that I want you to compare them with your partner -or you can work in threes ,f you'd rather -I don't think it matters too much -OK, so do you understand all that?
Have you got that? All right, so let's start -I would like you to write some sentences. You need to think about how you will deal with awkward numbers before the lesson -usually a group of three is fine. I thil"lk part of the problem was that they didn't quite understand what you wanted them to do at , times. It was good that you said something but you probably needed to be a little more assertive about it -at least repeat it. You could try to move learners around a bit so that they are not always sitting next to people who speak the same language.
Classroom applicationThink about your next teaching practice lesson. Will they be the same throughout the lesson? What will you need to write? When would it be appropriate to erase what you write? What will you be looking and listening for? Write some advice about classroom management using these terms: a She picked up her briefcase and left. The teacher is worried that 'briefcase' will be confused with 'suitcase'. The teacher is worried that the learners will not realise that 'give me a hand' is informal.
Why are you limping? Discuss the differences between the three practice activities a-c below. The teacher gives each group a set of cards with one of the target words written on each card. One learner must take a card and can use mime, drawings, definitions, relationships with other words, or any other means to elicit the word from the other members of her group. Your trainer will give you a set of words to teach to the class.
Three presentationsYour trainer is going to present a grammar item in three different ways, and you are going to take the role of learners. After the three mini-lessons, discuss these questions: --se ence beginning with iffor each of the following situations. I didn't get the job. The learners sit in a circle. The teacher shows the first picture the Eiffel Tower to a learner and asks 'Have you ever been to France? The teacher then continues with the other pictures, so that all the pictures are travelling around the circle with the learners asking and answering questions.
They have very similar pictures, with only six differences. They take turns to ask each other questions in order to find the six clifferences between the two pictures. They then report back to the class. There is built-in repetition: the activity gives learners opportunities to use the new language item on several occasions.
The language is contextualised. Learners communicate: they must speak and listen to what is said. The language is personalised.. The activity is fun and playful. Errors are a natural part of the learning process -and as teaching material they're really useful. I feel bad correcting my students' errors -it's judgemental and de-motivating. Did you like it when the teacher corrected your errors? Compare experiences with a partner.
Types of error1 Find the errors in sentences and match them with the classifications a-f. Then compareyour answers with a partner. Then answer the questions. Were the texts easier to understand? She plays the complete recording, checks the answers, and replays sections if necessary.
The teacher sets a gist listening task -for example, Who is talking to whom, about what, and why? She then plays a short section of the recorded extract, and checks the answers. NIGEl I became a pilot about 20 years ago. I was lucky, I suppose, and now I have a job that I love. The celta course pdf vk The celta course pdf vk. Download free English grammar books and worksheets ready for download and print. You can use this grammar book and worksheets for studying, teaching, or you can use it as a grammar course book in your school, college, university, business, institute, or anyhow that suits your educational needs.
Enriquezca su personalidad pdf gratis - Florence Littauer, dirige seminarios matrimoniales en union de su esposo, Fred, y ensena el curso Enriquezca su personalidad en grupos de iglesia. Florence Littauer — Enriquezca Su Personalidad. Este libro es uno de los mas vendidos, discute las diferentes personalidades. Conozca las. Dedicated sections deal with different learning contexts, classroom teaching, awareness of language as well as professional development. It also deals with the area of teaching practice and performing classroom observations.
Post a Comment. The charts below show the percentage of water used for different purposes in six areas of the world. Summarise the information by selecting and reporting the main features, and make comparisons where relevant Write at least words. To keep this post clear and simple, I have mentioned the best books to prepare for the CELTA course in the following order:. However, this should not be done before answering a key question that could save you time and money , as featured directly below.
Before you go and buy any of the books below, I strongly recommend checking whether you can borrow them from your CELTA centre, or ask if any are included in the price of the course some CELTA centres do offer this. I say this because there are lots of these books available second-hand and that can save you a lot of money!
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