CELTA tips

Flappy Drills – ‘Class, say after me…’

In this latest guest post, CELTA Trainer Nicky Salmon offers some tips for drilling pronunciation.

I watch a lot of teachers doing drills to focus on pronunciation.

Picture yourself drilling the following-

Teacher: OK class, listen….vegetable, vegetable

Students: Vegetable

Teacher: Vegetable

Students : Vegetable

Many teachers manage the turn taking (model, repeat, model, repeat) quite successfully but sadly forget to make it clear WHAT feature they want students to hear/identify and so repeat.

For example, with VEGETABLE,

-how many syllables are pronounced and which is stressed?

-are all the vowels full or is there a schwa sound in there somewhere?

If the teacher forgets to make it clear in some way what the features are, then this is a FLAPPY DRILL.

There are many times when we need to focus our students on making the sounds of the new language we are teaching them.

  • Maybe a consonant cluster in a new piece of vocabulary, for example, /br/ or /rts/.
  • Maybe the  schwa /ə/ sound or an unexpected pronunciation that doesn’t seem to mirror the spelling, for example, the varieties for the written ‘ea’,
  • Maybe the word has two or more syllables and the stress need to be identified.
  • Maybe the stress in a sentence is linked to the meaning or the intonation pattern is clearly linked to the feeling or attitude of the speaker.

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Reflection on CELTA and Trinity TESOL Courses

In her latest guest post, Nicky Salmon talks about the importance of reflecting on your teaching practice.

A very important part of any pre- or in-service teacher training course, is REFLECTION.

On a CELTA or Trinity TESOL course this will mostly be reflecting ON your practice, which means you will look back at the lesson you have just taught to reflect on

-what went well or not so well,

-reasons for these,

-what you can use again or change for next time.

Your ability to reflect on your planning and teaching is an assessed part of the course but many people find the whole process very difficult.

It might be because you have never reflected formally before.

It might be because you just don’t know what to prioritise in your reflection.

It might be because you just don’t know what language to use as you reflect. (more…)

How to write CELTA lesson plans

In her latest guest post, Nicky Salmon talks about how to write effective lesson plans on the CELTA/Trinity TESOL course.

What is a lesson plan?

On a CELTA/Trinity TESOL course a plan is made up of:

1.The procedure. This is what I will be referring to in this post. (See the example below, kindly included here with permission of Action English Language Training in Leeds.)

2.An analysis of any language –grammar, vocabulary, pronunciation features- that may be included in the lesson.

3.The materials.

 

Why do I need to write one?

When you are doing a CELTA or Trinity TESOL course, you will need to write lesson plans. Actually, the lesson plans are an important part of your assessment and you will need to file them in a portfolio together with feedback from your tutors.

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How to survive a CELTA course

In her second guest post, Nicky Salmon offers some useful tips for surviving an intensive 4-week CELTA training course.

The title might sound a bit dramatic, but a typical course is very intensive, especially if you have chosen the 4-week option.

Here are a few pieces of advice from past trainees and trainers. We ask trainees to write advice in the back of their portfolios for the next group. Below are some of their suggestions.

Advice from past trainees:

1. Eat and drink regularly. Don’t drink too much coffee or those energy drinks. It just makes you more nervous. Make time for lunch.

2.Make sure you have part of one day off at the weekend. You need to relax and do something else, even if it’s only for a few hours.survive 1

3.Spend 15-20 mins each day organising your file and all the paper you get.

4.Swap phone numbers and email addresses with your Teaching Practice (TP) team on the first day. They are your new family.

5.Read the feedback you get on a teaching practice lesson before you teach the next one.

6.Save everything on Dropbox and email lesson plans and materials to yourself. If there is a computer problem at your centre, the stress is enormous if you have to rewrite things just before you have to teach them.

7.Don’t be afraid of feedback to and from trainee colleagues after TP. It’s meant to be constructive.

8.Make sure you have a good night’s sleep on Sundays.

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How to become an English teacher

In this great guest post, Nicky Salmon offers some really useful tips for how to get into English language teaching. Nicky is a CELTA trainer, and will be happy to answer any of your questions or comments on this post.

The big decisions.

You have decided that you’d like to teach English to speakers of other languages. Possibly you would like to travel and teach in other countries. What next?

Step 1. Choose a course.

If you don’t already have a teaching qualification, don’t worry. There are a number of excellent Pre-Service teaching qualifications to choose from. You need a minimum of two A2 level passes or equivalent.

Choose from well-known and well-established providers.

Cambridge and Trinity College London are the most well-known, the best and the most popular. Have a long look at their web sites and read about the courses, the content and any reviews.

cambridge english trinity college london (more…)

12 tiny tips for writing lesson plans

I recently took a CELTA extension course for teaching young learners. The course went well and I quite enjoyed writing formal lesson plans again. Tutors said that planning was my strength, which probably meant my teaching wasn’t that good!

I’ve looked back at the positive comments from my tutors and shared some tips below for anyone who needs to write a formal lesson plan. These are a little random, and most are specifically aimed at those teaching young learners.

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CELTA Lesson Frameworks

I had a request last week from a reader who wanted to know more about lesson frameworks. I wrote about how useful they are a while back, but only gave one example. So, I’ve dug out my excellent CELTA handbook (from IH Budapest) and summarised most of the frameworks mentioned. I’ve added a bit of information to explain some stages a bit more.

Here’s the basic structure for…

Receptive skills lessons

Note: receptive skills are reading and listening

Lead-in – Generate interest in the topic / text. There are quite a few ideas for lead-ins here and here

Orientation to text – What do you need to tell the students about the text to prepare them for reading/listening? This could be text type, text source, speakers’ accents, etc. Whatever is relevant.

Gist task – set a short task based on general understanding of the text as a whole. For reading texts, the gist task is often timed. Students compare their answers together (pairs/groups) first before class feedback.

Pre-teach vocabulary – Teach any vocabulary needed for the detailed task

Detailed task – set a task based on detailed comprehension (formats might include gap fills, ordering events, true/false, etc). Students compare their answers together (pairs/groups) first before class feedback.

Follow-up activity – do a speaking/writing activity based on the text.framework2

The above is the BASIC framework. In practice, and with more time than you get during a CELTA lesson, certain tasks might be extended or added. For example, I often add vocabulary, pronunciation and game stages after the detailed task in my classes. So, the above focuses primarily on reading and listening skills, in practice other skills/systems are integrated.

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