IH Budapest


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.


Classroom Management Techniques

I contacted Cambridge University Press last month. I said ‘If you send me a book, I’ll review it on my blog.’ To my surprise, a copy of cmt1Classroom Management Techniques by Jim Scrivener turned up in my pigeon hole at work. This was very generous of them, but it’s been out for a while and reviewed plenty of times so I’m not going to stick to my promise (sorry). Instead, I’m going to write a few different posts about sections in the book, choosing things that I agree with, new things I will definitely try out, and some things that I feel differently about as a practising teacher.

Two things I should say. First, you can find a good overview of the book here, and a nice review here. Secondly, the fact that I disagree with some things written in the book doesn’t mean I dislike it. We had a copy of it at my last school (don’t tell CUP I’ve read it already), and I think it’s great – actually I’d say it’s an essential book for any staffroom.

I’m starting with the final section in the book which is about lessons. The last 50 pages of Classroom Management Techniques offer tips and activities related to 10 different topics, which are: (more…)

classroom organisation: some reflections

I was re-reading a booklet the other day on how to use Cuisenaire Rods in class, written by John Evans whilst at LTC Eastbourne. It’s brilliant so look it up! Anyway, the first activity in the booklet involves using rods to tell the story of the Battle of Hastings. This is still one of the best teaching resources I’ve used.

The very first procedure of activity says this:classroom arrangements10

Set the chairs up in a horse-shoe. Do not have students sitting behind their desks. You WILL kill the lesson. It is important that they can see the rods and that they are close to the action. If you don’t believe me, try it!

As John points out, the layout of the learning environment can really influence the class dynamic. Here are some of my reflections on organising the classroom and dealing with some problems have arisen. (more…)

16 ways to improve your whiteboard work

I had my first lesson observation at the British Council Bangkok the other day. I still have a job, woohoo!

I got some very surprising feedback from my line manager: ‘your board work was a real strength’. Boardwork? Strength?! I did NOT expect that! However, I do think my whiteboard work has improved a bit over the last year for a few reasons. (more…)

It’s your move… helping students manage spoken discourse


Helping learners to deal with spoken discourse was a hot topic on my Diploma course. You might encounter the terms ‘interactional talk’ and ‘transactional talk’ when you get to modules on discourse analysis; a possible development task could be to devise a lesson based on things like ‘responses’ and ‘follow-up moves’. If so, I hope this post will help. I’ll introduce an approach to teaching spoken discourse markers, which is based on a task-based learning input session from my CELTA. (more…)