The NILE Membership area is a new section on the Norwich Institute of Language Education site. It includes various resources created for language educators by the NILE trainers. There’s new content added each month and (best of all) it is completely FREE to become a NILE member. So, with that in mind, sign up!
Let’s take a look at what’s on offer…
The platform is very easy to navigate. There are nine sections on the site which are all displayed on the member’s area homepage. These are: (more…)
I got offered free access to this course on Udemy. I’ve been meaning to do it for a while. Finally got around to it and… wow! It’s very impressive.
Course overview
Spoken Grammar is a teacher training course. It provides teachers with techniques and materials for teaching conversational grammar – typically to learners at intermediate level or above. There are about three hours of lectures on the course which highlight a wide range of spoken grammar, and give an insight into how these features could be taught in the classroom.
There are 6 sections on the course:
| Section 1 | Introduction. |
| Section 2 | Word order and ellipsis: heads and tails; declarative questions; ellipsis. |
| Section 3 | Emphasis: hyperbole; interjections; cleft structure and binominals. |
| Section 4 | Vague language: vague categories; vague placeholders; lexical bundles. |
| Section 5 | Marking spoken discourse: adverbials; discourse markers; using direct speech. |
| Section 6 | Response language: tokens and questions; so and do; synonymous language; dependent clauses. |
I’m trying to persuade our DipTESOL students to engage with some pronunciation-related research. I’ve hand-picked these five articles for their relevance to our context (well, the last one is more general), and I’ll be sharing them with our candidates this week. Thought I’d chuck them on the blog as well, as others might be interested in them. I’ve left in the reasons why I’ve chosen them for the candidates here – you might find they connect similarly to your own context. (more…)
Lesson observations – where to start?! Jeanette Barsdell, the author of ELT Lesson Observation and Feedback Handbook, was thrown in at the deep end and expected to observe a teacher on her first day as a DOS. Despite being terrified, she got some great advice, hit the ground running and developed into a competent observer. She’s written a guidance book for anyone who observes or intends to observe ELT teachers, and overall is a great resource. (more…)
I’ve written a training session about whiteboard work designed for our CELTA level teachers. After the last round of teacher observations we established that boarding new/emergent vocabulary was an area for development. This session includes some tips to help teachers develop their technique. It’s primarily aimed a less-experienced teachers – I remember this topic being covered on the CELTA but it’s something that’s easy to let slip (in my opinion!). (more…)
This is an introductory session on the phonemic chart for trainees taking the DipTESOL. I’ve designed this to supplement input given via distance learning courses, to be run in-house. It’s meant to help trainees give a basic explanation of the phonemic chart – something I was asked to do during my DipTESOL phonology interview.
The first question I was asked in my DipTESOL phonology interview was (along the lines of…): (more…)
(This is a follow-up to my post on phonology-based activities. I’m sharing it now because some of our teachers are about to begin training for the Trinity DipTESOL. Phonology/pronunciation features quite a bit on that course, so I want to offer our teachers an ideas bank to help them explore this area in class)
Here are a load of random pronunciation activities to try out in class. These activities have pretty worked well for me with students aged 9-16. This is a work in progress! I’ll add more to this list when I get more time or try new things. (more…)
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.
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.
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.
I finished this FutureLearn course a few weeks ago. It was offered by Lancaster University, and was the second course I’ve done through them – the other one was an introduction to corpus linguistics.
The course was 4 weeks long. Here’s an overview of the content:
Week 1
The first activities this week explained what dyslexia is. It addressed some of the common misconceptions/basic facts about this learning difficulty and others, and covered some important terminology (like ‘specific learning differences’, ‘learning disorders’, etc). There were some interesting interviews with students who have dyslexia, and a task to help you experience what it’s like to have a specific learning difficulty.
The course then moved on to discuss the effect of dyslexia on language learning, and the nature of reading difficulties. Input was provided though brief video lectures from leading researchers. (more…)
