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This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
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A brief presentation by Mahesh Babu and Gorakhnath
Gangane© 2013English Language Instructors, PYP
Campus, Jazan University, Jazan, KSA.
Cambridge Regional College, Cambridge, UK
An intensive 4 weeks course
Can be taken at different times in a year.
The certificate is awarded by the Cambridge ESOL.
It is an internationally recognized initial credential for
EFL teachers.
There are 286 approved CELTA centers in 54 countries
providing almost 900 CELTA courses every year.
The part time course of 12 weeks duration is also
available.
CELTA: Some Professional Tips for Teachers
Get to the classroom 10 minutes in advance.
Be well prepared for your lessons.
Manage time effectively (50 minutes).
Assess your strengths and weaknesses regularly.
Respond positively to feedback from students.
Proper board plan.
Don’t go over your allotted time slot.
This presentation will focus on the following:
1. Lesson Planning
2. Application procedures
Lesson Planning
CELTA demands pre-planning at every step of your lesson. It involves the following steps:
1. Aim
2. Evidence
3. Rationale
4. Personal Aims
5. Materials
1. AIM
This is what you want the students to be able to
do better by the end of the lesson.
Your main aim is your destination.
Only one aim in a lesson.
2. Evidence
• Evidence is how you will know if your aim has
been achieved.
• This can be known if your students are able to
complete the exercises at the end of the lesson.
3. Rationale
It is the brief description of, and
justification for, the approach taken
in this lesson.
4. Personal Aims
These aims will relate to you as a teacher
and will help you to focus on your personal
development as to whether you are
constantly becoming a better teacher or
not.
5. Materials
These are the things you need to make
your lesson more effective.
Eg. Flashcards, handouts, dictionaries,
images and internet, etc.
THE PROCEDURE SHEET
This is the route map of your lesson plan.
It tells you how you are going to teach
your lesson.
The Procedure Sheet involves the following stages:
1. Lead-in
2. Pre-teach vocabulary
3. Initial Task
4. Detailed Task
5. Follow-up task (or) Freer Practice.
An example lesson
Chapter 1 – Neighborhoods, Cities, and Towns
Source: Interactions Access (Reading and
Writing)
Publication: McGraw –Hill Companies, Inc,
New York, USA. Copyright © 2012
Edition: Diamond Edition.
Page numbers: 15 – 16.
1. Lead-in
To get students interested in the topic and
prepare them for the text.
1. What do you see in the pictures?
2. Why do you go to college / university?
2. Pre-teach Vocabulary
To enable students to have sufficient vocabulary
to do the tasks you set.
To prevent students blocking on key vocabulary
central to the topic.
- This involves 3 stages:1. Meaning 2. Form3. Pronunciation
Pre-teach vocabulary - Meaning
Word 1: Success
Word 2: Expert
Word 3: Advice
Word 4: Office hours
Word 5: blocks
Word 6: Budget
Word 1 – Picture
Word 2 and 3 – Personalized situation
I had a bad head ache. I tried so many ways to get
rid of it but at the end I had to meet a doctor who
knew everything about head aches. He was an
________.
I asked this expert doctor to suggest some ways to
get rid of head aches in future. He gave me some
valuable _________.
Word 4 – personal timetable8 - 9Class
9 – 10Class
10 -11Class
11 – 12Office hours
12 – 1Office hours
1 - 2 2 - 3 3 - 4 4 - 5
Word 5 and 6 – Picture
Pre-teach Vocabulary - Form
1. Success – Noun
2. Expert – noun
3. Advice – noun
4. Office hours – compound noun
5. Blocks - noun
6. Budget – noun
Pre-teach Vocabulary - Pronunciation
1. Success - /sək ˈses/2. Expert - /ˈeks pɜːt/3. Advice - /əd ˈvaɪs/4. Office hours - /ˈɒ fɪs ˈaʊəz/5. Blocks - /ˈblɒks/6. Budget - /ˈbʌd ʒət/
BOARD PLAN
01. Suc / cess – noun /ə/ /e/ 02. Ex / pert – noun /e/ /ɜː/ 03. Ad / vice – noun /ə/ /aɪ/ 0 04. O / ffice hours – compound noun /ɒ/ /a//ə/ 05. Blocks – noun /ɒ/ 06. Bud / get – noun /ʌ/ /ə/
3. Initial Task
To give students a reason to listen / read at a gist level.
(Paragraph: Keys to Success in College. Page number: 15)
Gist Question: To be displayed on the board before they start reading the article on their own.
GIST QUESTION
Choose the most suitable topic for the
paragraph:
1. A college campus today
2. Tips for college students to succeed.
3. Study groups.
4. Detailed Task
To give students a reason to practise the receptive
skills of listening and reading more intensively.
This task can include:
1. True or false statements
2. Choose the best answer
3. Match the following
4. Short answer type questions and
5. Completing sentences
Detailed task questions
Complete the definitions of these words:
1. An educational consultant is ____________.
2. ‘Office Hours’ are _________________.
3. Study groups are ________________.
4. An appointment book is ____________.
5. An expert is a one who ______________.
5. Follow-up Task
To exploit the topic of the text for a productive
skill, i.e. speaking / writing.
This involves student participation based on the
understanding of the lesson.
Divide students in groups of three or four.
Pair the weaker with stronger ones.
Follow-up task
Allow the students to discuss the following
questions with their group. Then let them
share their ideas in the open class
feedback.
1. Share your three best study ideas with
your group.
2. How do you study for a test?
Anticipated problems and solutions
These are the problems that you expect
might occur during your lesson and how
well you will deal with these if they occur.
These problems depend on the skills you are focusing on:
1. Listening and reading: Vocabulary, context and content of text, difficulty, students’ different abilities, length of text and any cultural problems.
2. Speaking and writing: Students’ language proficiency, interest in the topic, grouping students and lack of ideas from students.
Problems could be anticipated in three
main areas:
1. Meaning
2. Form
3. Pronunciation
1. Meaning
Does the word / structure have other meanings?
In what way is it different?
Eg. Block.
Problem – Three meanings
1. Hindrance / obstruction
2. A large solid piece typically with flat surfaces on
each side.
3. Referring to a partition or division of a place or
in time.
2. Form
1. Does the word have an irregular form?
2. If the word is a noun, is it countable or
uncountable? How will it change the usage?
3. Does the word have a capital letter at the
beginning? (Eg. English)
4. When you create the ‘ing’ form, do you have
to double any consonants? (eg. Run – running)
1. Problem: Students might think that the words ‘Success’
and ‘advice’ are countable nouns.
Solution: Give them examples and show them that
these words are uncountable.
2. Problem: Students might interchange ‘advice’ with
‘advise’.
Solution: Show them with examples that ‘advice’ is a
noun and ‘advise’, a verb.
Eg. The doctor gave me an advice.
The doctor advised me.
3. Pronunciation
1. What’s the word stress? What is the sentence stress?
2. Which sounds are difficult to say?
3. Which sounds change when you say them in a sentence?
(Eg. ‘of’ in the sentence, ‘I have never heard of him’)
4. Are any sounds lost? (Eg. Mashed Potatoes) Are any
silent? (eg. Knife)
5. Are any words squashed together?
(Eg. ‘Do you’ – ‘D’you’) or linked? (Eg. Turn it off)
Problem 1: Students may put the stress in the first syllable for the words, ‘success’ and ‘advice’.
Solution: Drill the students by showing the correct syllable stress on the board.
Problem 2: Students may pronounce the word ‘budget’ without silencing the ‘d’ sound.
Solution: Drill them with the correct pronunciation until they get it right.
Anticipated problems with learners and classroom management + solutions
Problem 1: There may be latecomers.
Solution: Integrate them into the class as quickly as possible
and with minimum disruption to the students.
Problem 2: Certain students may dominate during open class
stages.
Solution: Nominate more to ensure more equal participation.
Use encouraging eye contact and gestures to get
participation from all students.
Problem 3: Weaker students may struggle due to lack of understanding.
Solution: The teacher should monitor closely, supporting as necessary and encouraging students to self correct and to work collaboratively.
APPLICATION PROCEDURE
1. Log on to www.camre.ac.uk
2. Application process
3. Once you are through with the Pre-interview tasks and the application process, you will receive an e-mail from a trainer of CELTA course.
4. You will be asked to choose a date for a one-to-one skype interview.
5. Once the skype interview date is fixed, there will be one more task that would be sent just one hour before the interview.
6. The skype interview will commence exactly at the time fixed.
7. The interview will be of 1 hour and 30 minutes duration. It will focus on the pre-interview tasks and the other recent ones in a detailed manner.