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New York

Intensive

CELTA course

9/07/11 LA Table of Contents

On the Other Side of the Door4

General Information5

Instructions for using the St. John’s printer/copiers7

1. Record Keeping and Filing9

2. Teaching Practice10

2.1 Teaching Practice Points10

2.2 When you are not teaching – ‘TP Etiquette’11

2.3 Teaching Practice Feedback13

2.4 Teaching Practice: The Focus of Feedback15

2.5 Lesson Frameworks16

2.6 Lesson plans17

2.6.1 Lesson Plan Front Page19

Advice for Writing your Lesson Plan21

2.6.2 Procedure Page23

2.6.3 Language Analysis - Grammar25

Advice for Completing your Grammar Analysis29

2.6.4Language Analysis – Functions31

2.6.5Language Analysis Sheet – Vocabulary35

2.7 Observation Tasks37

Day One: Observation of tutor38

TP 1: Classroom Management39

TP 2: Instructions and setting up activities40

TP 3: Things you’d like to steal41

TP 4: Focus on the Learner Assignment42

TP 5: Action Points43

TP 6: Staging and Aims45

TP 8: Materials and Resources.47

TP 9: Trainee Progress48

External Observation of Experienced Teacher49

2.8 Self-Reflection Sheets51

Reflections on lessons continued:68

3. Assignments69

3.1 Language Related Task71

3.2 Language Skills Related Task81

3.3 Focus on the Learner85

3.4 Lessons from the Classroom93

4. The Final Result98

5. Center Complaints Procedure100

6. Glossary of ESL Terms101

7. CELTA-Specific Glossary109

On the Other Side of the Door

On the other side of the door

I can be a different me,

As smart and as brave and as funny or strong

As a person could want to be.

There’s nothing too hard for me to do,

There’s no place I can’t explore

Because everything can happen

On the other side of the door.

On the other side of the door

I don’t have to go alone.

If you come, too, we can sail tall ships

And fly where the wind has flown.

And wherever we go, it is almost sure

We’ll find what we’re looking for

Because everything can happen

On the other side of the door.

--Jeff Moss--

General Information

Course times

The course takes place from 9am-5:30pm Monday – Friday. You are expected to attend 100% of the course.

The input room is available from 4-5:30pm to access materials and to plan.

Course Staff

· Tutors: See TP schedule

· Director of Education: Ryan Horsnail

· Director of Studies: Tasha Hacker

· Director of Enrollment: Maya Flores

· An external assessor nominated by University of Cambridge Local Examinations Syndicate (UCLES) will assess the course.

Contact Information

· Teaching House Office: St. John's University, Room 534 (212) 732-0277 M-F 8:30 am-5:30pm

· St John’s Security Desk: (212) 277-5155

· Security Guards: Roy (am shift) Pedro (pm shift)

Rooms

· Guided lesson planning, input sessions, access to materials, photocopying all take place in your base / input room (referred to from here on in as HQ).

· Please be sensitive to other trainees preparing their lessons before 9:00 am and at lunch time.

· TP takes place in different rooms. Please be sure to take up everything you’ll need (chalk, erasers, clocks, CD players etc.) from the supply cupboards and return it afterwards.

· Security: Keep your valuables with you at all times.

School opening and closing times

· The university is open from 7:30am – 10.00pm 5 days a week– don’t take advantage of this. Go home once in a while!

· HQ is available M-F from 4pm-5:30pm.

· University library hours: see course timetable

· Computer lab 2nd floor: 7:30am-10:30pm, 7 days a week

Equipment

· Blackboards (prepare for dust!) & Whiteboards

· CD players are available in the cupboard in HQ.

· An OHP is available from the classrooms on the 5th floor. If you use it in a 2nd floor classroom you are responsible for bringing it back to the 5th floor. Transparencies are also available but please give the tutor notice if you cannot find them – we may have run out and will need to get more (like everything, don’t leave it to the last minute to organize them!)

· Wireless internet is available by logging on to the TH/IH Student Network using the Password: 2127320277 (i.e. the TH phone number)

Stationery

The following are available in the supply cupboard near the office:

-White board markers and chalk-Glue

-Scissors-White-out

-Blue Tack -Hole punch

-Paper cutter-Staplers

-Paper clips-Colored paper and card stock

Your group is responsible for your teaching stationery supplies.

Photocopiers

· We have a photocopier for trainee access. It is under high demand, so don’t wait until 5 minutes before your lesson to make copies. Also, please be sensitive to teachers whose copying needs are more urgent.

· Teaching House strives to minimize our impact on the environment. Therefore, we limit teachers' use of paper on the course. Each trainee has a photocopy ID# and pass code for photocopier use. Your ID limits you to 350 copies per course. (This works out to a rough average of 2.5 handouts per class, if you have 16 students. Work out ways to cut down on copy numbers - sharing handouts, double-sided, etc.)

· Instructions for use: Enter your ID# into the first field using keypad (All IDs are 3 numbers - Morning TP teachers' IDs start with 1, afternoon TP teachers' IDs start with 2, and part-time course teachers' IDs start with 3) and your pass code (4 numbers) into the second field. IMPORTANT: Make sure you hit the button labeled "ID" when finished photocopying! If you don't, the person after you will be making copies on your ID and pass code.

· Each week a page will be posted and dated in HQ showing how many photocopies each ID# has used so far. Keep an eye on your #s!

· If you run out of photocopies for whatever reason (even if you have neglected to press the "ID" button after photocopying), you may purchase another 100 copies from the TH office for $10. This money gets donated to an environmental organization to offset the damage done with the extra paper waste.

· Photocopies from published materials must be fully acknowledged and included on each copy for students like this:

· ©Coursebook name, authors, year, publisher

Books and Materials

· The metal cupboard in HQ has the recommended books for the course, reference books and practice activity books. If you need to take these home, please sign them out and return them the next day. There are two other courses running and all candidates need access to the materials.

· We provide you with coursebooks to teach from. You will have to photocopy (and reference) the material for your students. You will sign out and in each course book and you must return all materials at the end of the course. You are responsible for the book that you are assigned (teacher A for coursebook A etc.) and will be charged a fee for lost or damaged book.

Instructions for using the St. John’s printer/copiers

All Teaching House trainees have free access to the photocopying facilities that we provide on the 5th floor. For printing facilities and to accommodate students who want to use the copier outside of TH hours, we are providing cards for you to use with the copiers and printers in the St. John’s University library and computer labs.

Here’s how it works:

St. John’s University charges copies and print jobs at 10 cents per page (double-sided copies are 10 cents). We will give you a printing “Storm Card,” free of charge. Each card costs Teaching House $1, so you will need to return the card at the end of the course. If you don't have your card, you'll need to pay $1 for the lost card. Please try to avoid wasting paper as much as possible. (Can Ss share? Can you fit more than one copy on a page? Etc.)

Note: You can add credit to your card at the black machine in the library on the 3rd floor.

Printing station in the Library

Library hours: Monday – Thursday 9am-9pm

Friday – Saturday 9am-5pm

Sunday- 1pm-9pm

Summer/Public holidays: Hours vary - check library door.

Computer rooms on the 2nd floor are open from 7am to 10:30pm (as long as there aren’t any classes taking place there)

Directions for using the copier:

1. Insert the printer card into black card reader next to the computer (it’s the small reader between the copier and the computer; see below)

2. Carefully place the original or book face down on the glass

3. Select paper size and features; press “print”

Directions for using the printer:

1. Log on to computer (user: daypass - password: passday); open or create a document

2. Choose File Print, choose printer “PMLIBUN,” press Print

3. In the “Pharos” dialogue box that opens, type “first name last name” and a

unique name for your document

4. At printing station, swipe your printer card through the card reader attached to the computer (see below)

5. Locate your printing job in the list (based on your name and the unique

document name), then press print

Library Printing StationCBORD Machine

Directions for refilling your card:

1. Find the black CBORD machine in the back of the library to the left of the copy machine (see above)

2. Insert and remove your Storm Card

3. Put money into the machine to refill your card (bills only)*

4. Press “D” to end your session; press “C” for a receipt

*We would recommend putting in only a few dollars at a time unless you know you will be doing a lot of copies, as we cannot refund credit from your Storm Card.

1. Record Keeping and Filing

You are responsible for two items:

1. Personal Binder

Keep all of your own notes and handouts from input sessions in this. It is your private binder and will not be assessed by the tutors or Cambridge. Organize it as you see fit and in a way that you can easily access the information you need. You will get a LOT of handouts from us.

2. Portfolio

You must keep everything in this binder that will form your official assessment by the tutors and the external assessor. At the end of the course, the portfolio will either be handed in and kept by the center for one year or sent to Cambridge in the UK (Cambridge regulations). If you want to keep anything, you’ll have to make copies. Keep the following in the portfolio:

· Your blue CELTA 5 course record booklet

· Your lesson plans, your tutor’s written feedback, materials and self-evaluation (all 4 in one plastic sleeve)

· Your 4 marked written assignments with tutor feedback sheets

· NB: This portfolio cannot leave the school. It must stay in the wooden cupboard in HQ. Alarms go off if it leaves the school!

The CELTA 5

This blue booklet is a legal document and serves as your official record of participation on the course. You must record in it:

· p 7: Any absences you have during the course (should be none!) Total course hours = 120

· p 8: Observations of experienced teachers (live and DVD observations)

· p 9: Your assessed teaching practice - requires tutor signature

· p 10: Written assignments

· p 11-17: Progress reports and tutorials

2. Teaching Practice2.1 Teaching Practice Points

For the first stage of the course, your tutors will be providing you with the aims for your teaching practice together with an outline (either verbal or written) of how to go about it. These are called teaching practice (TP) points.

You will gradually become more self-reliant as the course progresses and your ability develops. We aim for you to be reasonably independent by the end of the course, but since you are all individuals, you will do this at your own speed. Please bear in mind that it’s not constructive to compare yourself to your peers in terms of independence with lesson planning.

In some cases you may be following on from another trainee’s lesson, so you will need to liaise very carefully at the planning stage and remember that teamwork is an essential part of the CELTA. However, sometimes your lessons will be discrete. Please remember to tell your peers this so there is no confusion.

You will be making your own teaching practice points for the final stage of the course. Your tutors will give you help with this when the time comes.

TP points are intended as guidelines. While we want you to innovate and be creative, always discuss any different ideas you have with your trainer to check that you are on the correct path to pass CELTA, as we are assessing you according to Cambridge ESOL criteria.

Although the tutors will try to ensure this doesn’t happen, please tell them if you feel you have done the same kind of lesson (e.g. reading skills) a number of times and have missed out on other kinds of lesson (e.g. test-teach-test, text-based, listening skills, etc.). It is important that everyone has experience of teaching different kinds of lesson over the four weeks of the course.

Coursebook references are given to help you with ideas. Often these need to be adapted to suit your students: for example, talking about Brighton, Bondi or Brooklyn might not be relevant to them. You should adapt the coursebook material as necessary. Of course, you may ultimately decide to reject the coursebook material completely. As the course progresses and you gain confidence, we will encourage you to adapt the ideas in the coursebook and even design your own materials and tasks. However, you will not be required to do this and it is fine if you decide to use materials and tasks straight from the coursebook or a supplementary book as long as they meet the needs and interests of the students.

It is essential that you plan your lesson and have questions ready for your tutor a day or more early. This means that you will have the evening of that day to take into account the tutor’s suggestions on your lesson and make any changes. If you don’t come prepared the day before you teach, then you are making it difficult for your tutor to help you since s/he has to weigh up being constructive in aiding you against undermining your confidence. Help yourself by allowing your trainer to help you. Therefore, plan ahead and be super-organized!

Watch the time! If you run over, you create problems for the other trainees in your TP group. Also, the students will get tired and lose interest if lessons go on past the two hours allotted for them. Your lesson is actually assessed on the allotted time; time taken after this will count against you rather than for you. If you notice that you are running out of time at any stage of the lesson and won’t get through all of your plan, you will need to make a teaching decision about what to shorten or cut. At the end of the lesson avoid overrunning to get an activity finished, as it won’t actually get you a higher grade for your lesson.

It is normal to feel nervous when teaching in front of others. It will help a great deal if you put the students first and consider how best you can deal with their feelings of inadequacy and insecurity, lack of comprehension, etc. (i.e. what you may be feeling!). This will also help to develop your sensitivity towards students, which is one mark of a good teacher.

2.2 When you are not teaching – ‘TP Etiquette’

Teaching practice (TP) is a large component of the CELTA course and provides you with the experience of being a teacher in the classroom. By the time the course finishes, if you’ve used this experience wisely, you’ll feel comfortable being in a class, around students and teaching English.

During TP, you’ll spend some time teaching but the majority of the time you’ll be observing: observing the teacher, observing the students, observing materials in use and observing good (and bad!) use of the board. These observations then form the basis for discussions during feedback.

To help you make the most of your time observing classes and to ensure that you don’t disrupt the teachers and/or students during a lesson, we’ve put together the following list. If anything on this list is unclear – ask your tutor for clarification!

1. When you are not teaching, your task is to complete that day’s TP observation task and to take notes on your fellow trainees’ teaching. You will need this information to get the most out of TP and to contribute to feedback after.

2. TP is not the time for future lesson preparation, other unrelated work or sleeping.

3. Leaving to use the restroom is fine but nothing else. Making calls, photocopying, buying drinks, etc. needs to be done before or after (but not during) TP.

4. If you need to enter a classroom when a class is underway, it is courteous to stand by the door quietly until the lesson has reached a convenient point to get the teacher’s attention i.e. the students are doing a speaking activity or they are getting up to change seats. It is then OK to quietly ask the teacher if you may enter the room—though the teacher may decline if it is not appropriate.

5. During listening activities try your hardest not to make any noise—this goes for the teacher as well as the trainees. Do not flip through any binders or books, go to the restroom, or talk to your fellow trainees.

6. Talking with other trainees is fine if it does not disrupt the class. Thus, if the Ss are engaged in a speaking activity then talking with other trainees is acceptable. When Ss are silent and the teacher is talking you should also be silent.

7. Drinking and eating are fine if it is not disruptive. Drinking water is fine. Eating chocolate is fine. You may not, however, eat your entire lunch or chips or an apple. It’s too noisy and TP observation is not the time or place. Your lunch break is.

8. No alcoholic beverages are allowed on the premises.

9. Avoid talking to the ss. You are there to observe. If there’s a problem with the Ss then the teacher should sort it out. This is part of teaching.

10. Do not correct your fellow trainees while they are teaching. Your only job is to observe. Do not talk to your trainer either. They are probably busy.

11. Don’t use your cell phone or computer for any reason in class.

2.3 Teaching Practice Feedback

After TP, the lesson will be discussed in feedback, and you will be given the written comments of the tutor who observed your teaching. You will also be expected to evaluate and make constructive comments on your own and your colleagues' teaching.

The ability to reflect on and evaluate your own teaching is an essential requirement of the course. Importance will be given to the clarity of your critical evaluation of what happened in the class, i.e. what went well, what went not so well, why, and how you might do things differently a second time.

While feedback aims to be constructive and supportive, it will sometimes be necessary for the tutor to be explicit about the areas that you need to work on. As this is a course in which you have to put into practice what you learn in order to make progress, it requires you to be able to apply the information that you get in feedback to subsequent lessons. It is therefore very important that you be open to feedback, flexible in your approach and not defensive. Each lesson shouldn’t be viewed as an exam of what you’ve learned so far but a chance for us to tell you how you can do things better next time.

As well as reminding yourself of this, it is important to keep your sense of perspective. Occasionally people manage to convince themselves that the tutor’s comments have concentrated more on their weaknesses than their strengths. The tutor may indeed have said and written more about your lesson’s weak points because it is helpful to explain why there was a problem and how it could be rectified whereas recognition for something that went well may only require a few words. However, you should not feel that just because it is briefer, the praise carries less weight. Actually it carries more!

Because the course is short and development time limited, the course tutor may on-occasion have to tell you in so many words that a lesson was not a pass standard for this stage of the course and why. Some people find this rather brutal. Please bear in mind that the alternative would be to focus exclusively on positive comments and then at the end of the course announce out of the blue, "Nice try - but, actually, you failed"! The tutors have to tell you if things have not gone right, and why, so that you know where you are in your progress and can see what you need to do in order to get to where you need to be. Please try to remember that the course tutors are on your side and genuinely want you to pass the course! If you feel upset or aggrieved in any way, talk to the tutors. Never leave feeling upset. We want to talk to you and help you.

In general, you will also find the course more rewarding if you both avoid adopting a competitive “grade-focused” attitude and have realistic expectations of yourself. If you have never taught before, there is no point in comparing yourself unfavorably with someone who has, for example. Nor will your tutors be doing this! If you are an experienced teacher, then focus on the areas in which you want to develop. This change will be a challenge for you. Rise to this challenge and forget negative feelings. Everyone is aware that you have already been teaching for a while, so do not let this fact impair your learning experience. Let it add to it and show us you can develop further. In other words, don't get stuck in the mud.

If one of your lessons doesn’t go so well or it is below standard, then it is very important to see this in the context of the four weeks and not brood over this one lesson. If you are worried, talk to your tutor. Below standard lessons are part of the learning experience. Learn from them and improve. You have made a mistake but take it as a positive learning experience. We all get it wrong sometimes.

Finally, use every lesson as a learning experience. Take notes everyday about the areas your tutor expects you to improve on and act on this the next day. Outline these points in the “personal aims” section of your next lesson plan’s cover page. If you do not know how to incorporate these ideas, ask your peers and talk to your tutor. You must understand what is expected of you to develop. Do not be shy!

2.4 Teaching Practice: The Focus of Feedback

Stage One: TP 1 and 2

· Rapport

· Management (instructions, grouping students, eliciting, feedback)

· Awareness of self and students

· Use of whiteboard

· Graded language

Stage Two: TP 3, 4, 5

· Achievement of lesson aims

· Completion of sufficient language analysis

· Awareness of errors and correction (language and phonology)

· Pacing and timing

· Provision of language practice

· Concept checking

· Contextualization of language

· (Continual focus on Stage 1 aspects)

Stage Three: TP 6 and 7

· Balance and variety of activities

· Student-centered correction

· Monitoring and dealing with errors

· Selection of language items based on students’ needs

· (Continued focus on aspects of Stages 1 & 2)

Stage Four: TP 8 and 9

· Select suitable presentation method

· Effective presentation

· Controlled to freer practice and skills work

· Student-centered activities

· Relinquishing control over lessons

· (Including aspects of Stages 1,2, and 3)

3

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2.5 Lesson Frameworks

The frameworks below are not set in stone but many of the lessons you teach will follow one of these patterns. Some stages may be essential and you may want to add others depending on your students’ needs and your choice of material. Please refer to example lesson plans and notes from input sessions for more detail on lesson shapes.

(And don’t forget the micro-stages of each stage: 1) Give Instructions 2) Demo (check instructions), 3) Ss do the activity while T monitors, 4) pair check, 5) feedback.4)Pair Check,)

2.6 Lesson plans

There are various documents associated with planning a lesson. You will be guided through exactly what each requires during the course so the following is just an outline of what you need to submit before the lesson.

1) A lesson plan cover page. This goes on the top of your plan and helps

distinguish your main aims for the students for that lesson as well as helping you consider which aspects of your teaching you will be working on, the materials you’ll use, what the board will look like and how you’ll engage your students with the lesson. It also contains a section called “anticipated problems and solutions with skills and classroom management”. This is where you should note down any potential problems there might be in areas such as instructions, seating, timing etc. and what you’ll do if they arise. It’s also where you can note down any elements of skills work they might find difficult e.g. the length of a text, cultural issues associated with the topics, etc.

2) A lesson plan procedure page. This is an account of the various stages of a lesson in order and what will be happening in the classroom at any one point. For each stage you need to specify what you and the students will be doing and how you’ll set this up (procedure), and outline why (aims). There are also columns for you to anticipate how long each stage will take (timing), specify who will be working with whom at each stage (interaction), and a column for the tutor’s comments.

3) A language analysis sheet. If you’re teaching a grammar or vocabulary lesson, you’ll need to research that area of language thoroughly so that you can convey and check the meaning, form and pronunciation of that language successfully and so that you can answer any questions students may have. If you’re teaching a receptive skills lesson you will also need to consider what how you will convey the meaning, form and pronunciation of any tricky items of vocabulary that occur in the text. Below are examples of a grammar analysis sheet and a vocabulary analysis sheet for your reference.

All documents can be accessed online by logging into www.my.teachinghouse.com

The details are emailed to candidates prior to the course start date.

2.6.1 Lesson Plan Front Page

LESSON PLAN

Name:

Date:

Week:

Lesson number:

Lesson type:

Level:

Length of lesson:

Number of students:

Lesson Aim(s) Specify your main aims and sub-aims, including any target language you aim to clarify

By the end of the lesson, students will (have learned/reviewed/practiced/developed…)

(Tutor: Appropriate lesson aims? Yes No )

Personal aims During this lesson, I will be working on these action points from previous lessons:

(Tutor: Appropriate personal aims? Yes No N/A)

Materials (What you will need in this lesson) Write title, author, year and publisher here and on your copies.

(Tutor: Sources acknowledged: Yes No N/A)

Language Analysis:

I have completed a) a language analysis sheet (grammar)

(please check b) a language analysis sheet (vocabulary)

all that apply) c) (Tutor: Sufficient analysis: Yes No N/A)a language analysis sheet (functions)

Trainer’s comments:

Points to work on (action points):

Comments on the lesson plan and language analysis

This lesson was BELOW AT ABOVE STANDARD for this stage of the course

Tutor _____________________________ Signature ________________________

Assumptions What do you expect the students will already know about your target language/content of your lesson?

Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)

Solutions to these problems:

Lead in or introduction: I will engage the students in the topic of my lesson by…

Board Plan: At each stage of the lesson the board will look like this:

Advice for Writing your Lesson Plan

Name:

Date:

Week:

Lesson number:

Lesson type:

Level:

Length of lesson:

Number of students:

Lesson Aim(s) Specify your main aims and sub-aims, including any target language you aim to clarify

By the end of the lesson, students will (have learned/reviewed/practiced/developed…)

be able to… have reviewed/clarified and practiced… have developed… etc.

Specify your main aim and any sub-aims FOR STUDENTS – i.e. how their language ability will be improved.

Personal aims During this lesson, I will be working on these action points from previous lessons

This should relate to the areas that your trainer suggested you work on in your previous lesson as well as areas you personally would like to work on.

(Tutor: Appropriate personal aims: Yes No N/A)

Materials (What you will need in this lesson) Write title, author, year and publisher here and on your copies.

(Tutor: Sources acknowledged: Yes No N/A)Reference your materials here as well as on your handouts.

You could list other materials you’ll need to remind

yourself.

Language Analysis:

I have completed a) a language analysis sheet (grammar)

(please tick) b) a language analysis sheet (vocabulary)

c) (Tutor: Sufficient analysis: Yes No N/A) a language analysis sheet (functions)

Trainer’s comments

Sorry, you can’t write your own comments!

Points to work on (action points)

If you type your lesson plan, try to keep the formatting the same. Delete any blank lines in the Aims/Materials/Language Analysis boxes above to make sure there’s sufficient room for the trainer to write their comments here. The Tutor signature MUST fit on the first page.

Comments on the lesson plan and language analysis

This lesson was BELOW AT ABOVE STANDARD for this stage of the course

And sorry, you can’t grade it yourself either!

Tutor _____________________________ Signature ________________________

Tutor’s signature must fit on page 1 of your cover page

Assumptions What do you expect the students will already know about your target language/content of your lesson?

This should include what they WILL know. Anything you assume they WON’T know is an anticipated problem and should be recorded below or on your Language Analysis sheet.

Anticipated problems Anticipated problems (skills and classroom management – NOT language. E.g. problems with timing, grouping, instructions, topics, logistics, etc.)

Things like :

· Timing. Is your lesson likely to run

· Grouping / seating of Ss. Could they speak their native language togther? Do any personalities clash?

· Cultural issues. Could anything be sensitive or potentially offensive?

· The topic of the text. Is it interesting? Is it appropriate to the learners?

Solutions to these problems:

· Be specific about how you’ll fit your lesson into the time – what specific activities will you shorten/speed up? Be sure to leave time for your main aim!

· How will you make sure students are grouped appropriately?

· How will you deal with culturally sensitive issues?

· How will you make the text more interesting/appropriate?

Lead in or introduction: I will engage the students in the topic of my lesson by…

How will you raise interest in the material? (NOT at the very start of the lesson e.g. “by asking students their names” or “by asking students how their weekend was” (Unless your topic is “weekends”) – of course it’s still ok to DO this, just outline here how you’ll engage students in the material of your main lesson.

Raise interest in the topic of the lesson, not the language! E.g. if it’s a lesson on the 2nd conditional (if I won the lottery I’d buy a car) you should raise interest in the lottery not the 2nd conditional.

Board Plan: At each stage of the lesson the board will look like this:

Never underestimate the impact of your board work! Planning it carefully can help you fit everything on, make sure students have a visual record of everything they need to and make sure that students can refer to relevant information at appropriate times (e.g. the form of a new tense from the presentation stage as they’re doing the controlled practice).

Use this box to map out where everything will go. E.g. new vocabulary, answers to exercises, visuals, visual record of form, etc. Draw a diagram.

2.6.2 Procedure Page

Name:

Date:

Lesson:

Time

Interaction

Stage & Aim

Procedure

Trainer’s Comments

Name:

Date:

Lesson:

Time

Interaction

Stage & Aim

Procedure

Trainer’s Comments

2.6.3 Language Analysis - Grammar

Name A. Trainee Date July 16th Lesson # 4

Complete this sheet for all grammar lessons that you teach.

Language area and use: What is the grammatical structure you intend to teach and how is it/are they used? For example; modals of deduction, present continuous for future use

Have something done (also called “causative have”)

Target language: provide an example sentence (that you will use in the class)

I’m going to have my house redecorated

Focus on meaning: What does the target language mean? What is it used for (e.g. to describe a past habit)? How will you CONVEY AND CHECK the meaning of the target language and its uses? (Please include all concept questions and draw any timelines etc. that you intend to use). Make sure your target language is conveyed through a specific context.

This structure means that someone else does something for you. You do not do it yourself.

I’ll convey meaning through the 2 cartoons from the coursebook, one of a woman with paint brushes ready to decorate and one of a person pointing to the yellow pages, obviously looking for professionals to redecorate her house. I’ll have Ss match the speech bubbles (“I’m going to redecorate my house” and “I’m going to have my house redecorated”) to the correct cartoon.

To check meaning I’ll ask “in the first cartoon, is the woman going to do the work?” (YES) “in the second cartoon, is the woman going to do the work? (NO) “who is going to do the work? (maybe a painting and decorating company). “will she pay?” (YES –probably)

Focus of form: What is the breakdown of the form—as it will appear on WB/Handout

Subj + have + object + past participle

e.g. had (past simple)

be going to have

etc.

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key words.

o O o

/hævmaihausri:dekƏreItId/ = have my house redecorated.

The main stress falls on the object (in this case ‘house’. Have is usually the subsidiary stress.

Introducing Language: Which way of introducing language will you use?

Text based presentation, guided discovery

Potential problems and solutions: Meaning

P1: Ss may think the action is done by the subject

S1: clarify using CCQs (did (the subject) do the action?” NO

P2: Ss may confuse “have” with its lexical meaning of “to possess” (a state)

S2: if this problem arises ask “is this an action or a state? Action.

P3: Ss may think that because we use the past participle this structure always refers to the past.

S3: Refer Ss to the model of the form and the example “I’m going to have my house redecorated” (on their handout) and use the following CCQs

“does this refer to the past, present or future? (Future). after the object what is the verb form? (Past participle). Does this mean it’s connected with the past? (NO) so what changes the tense, the past participle or the tense of have? (the tense of have)”

Potential problems and solutions: Form

P1: Ss may struggle to remember some irregular past participles.

P2: Ss may invert the object and verb (I had painted my house)

S1&2: Monitor during spoken and written practice and conduct delayed correction, eliciting the correct form from Ss. If the error is made whole class, correct on the spot (as it is the TL) First I’ll indicate there’s an error (facial expression, repeating error, using fingers etc.), encourage S to self correct, other Ss to peer correct or provide correction

P3: Ss may have come across the contracted form of have when it’s used as an auxiliary verb (I’ve, he’s etc.) and may over generalize and think you can use it here. (E.g. I’ve my house painted)

S3: During the presentation stage I’ll ask “Is have an auxiliary or is it the main verb? (Main verb) Can we say “I’ve my hair cut every month”? No

Potential problems and solutions: Pronunciation

P1: Ss may have been told not to stress “have” when it’s used as an auxiliary verb. In this structure ‘have’ is stressed.

S1: Highlight the sentence stress over the example sentence on the board. Model correct pron and use choral and individual drilling.

P2: Pronunciation of regular past participles (ending with –ed) as /ed/ when they should be /t/ (for verbs ending in unvoiced sounds) /d/ (for verbs ending in voiced sounds) and /Id/ (for verbs ending in /t/ or /d/)

S2: highlight /t/, /d/ or /Id/ sound on the board, model and drill.

Name……………………… Date………………….. Lesson #..……...

Complete this sheet for all grammar lessons that you teach.


Target language: provide an example sentence of each relevant structure. (Make sure it’s from the context of the lesson. Use this sentence in your clarification stage)



Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key parts.





Advice for Completing your Grammar Analysis


The book often gives you the name of the structure. Use the grammar reference at the back of the book/ Swan to distinguish its use

Target language: provide an example sentence of each relevant structure. (Make sure it’s from the context of the lesson. Use this sentence in your clarification stage)

Give one example for each structure that you’re teaching. Use the ones from your lesson. Don’t make up random examples plucked from obscurity!


· Make sure you describe what the structure means.

· You MUST include CCQs. You MUST draw timelines if it relates to time.

· Is the structure presented in context in the book? If so, it’s often easier and more effective to use this context than invent your own. If it’s a text based presentation, consider how you’ll raise interest in the TOPIC (not the language itself).

· Include aspects of appropriacy/formality if relevant.


· What are the parts of the structure itself? What about negative and question forms?

· What is the form of the surrounding language?

· Are there alternative ways to structure the sentence? (E.g. contractions?)

· If the part of the structure never changes, write the word itself. If it changes then use the grammatical terminology. E.g. Future perfect:

I will have gone.

I -(use terminology because it changes) (subject)

Will -(use word itself because it’s always ‘will’) (will)

Have -(use word itself because it’s always have) (have)

Gone – (Use terminology because it changes) (past participle)

· Subj + will + have + past participle

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc. with phonemic transcript of key parts.

· You must write the relevant parts of the structure in phonemic script. Use the chart provided by Teaching House.

· Mark which words are naturally stressed in the sentence.

· Include arrows for intonation if relevant.

· No need to write the entire sentence, just the relevant part. E.g with the above future perfect example, I’d transcribe “I will have gone” - /aɪwɪləvgɑn/ NOT “I will have gone to Rio de Janeiro by the time he calls me”.

· Think about how you say it in natural, connected speech NOT word by word. In this case we usually drop the /h/ and ‘ve becomes a weak form: /wɪləv/ = will have (or will’ve)


Text based? Test-teach-test? PPP? Guided discovery? Situational presentation? These are the only options really. Use your knowledge, p16 of this handbook and notes from input to know which it is. If in doubt, ask.


If you don’t have teaching experience you’re going to have to use your logic/common sense/empathy with students.

· Which elements of meaning could logically cause problems?

· Could the structure’s meaning be ambiguous depending on the situation?

· Are there any similar structures with a different meaning that could confuse students?

· How can you integrate solutions to these problems into your lesson? For each problem, specify how. Some you may want to address proactively, some you may only address if they arise.


· Are there any parts of the structure that students may omit?

· Are there any parts of the structure that students may replace with other similar words?

· Could students add words to the structure incorrectly?

· Can the structure be contracted? If so, is it obvious what the contraction stands for?

· Are there any difficulties with spelling?

· How can you integrate solutions to these problems into your lesson? For each problem, specify how. Again, some you may want to address proactively, some you may only address if they arise.


· Look at the phonemic transcription and think: does the structure sound the same way it looks? (this is English – it probably doesn’t!)

· Will students stress words which shouldn’t be stressed? (hint: weak forms are ALWAYS a problem!!)

· Do we omit any of the sounds in natural speech (elision)?

· Will intonation affect the students’ meaning? (hint: if you’re teaching functional language, intonation is one of the main issues)

· How can you integrate solutions to these problems into your lesson? For each problem, specify how.`

2.6.4 Language Analysis – Functions

Complete this sheet for all functional language lessons that you teach.

Name

Date

Lesson #

Context: Describe the context you are using to teach the functional language.

Formality: Describe the relationship between the speakers / writers.

Function: What will this language and therefore this lesson enable learners to do, or do better?

Example

Pronunciation (transcribe relevant parts in phonemes and indicate stress / intonation):

/kʌʤə/ O

Meaning (what does it mean and what function does it perform in this context?)

What are your CCQs?

Exponent: Could you help me with this?

Form:

Could + subj + base form of verb + ?



What are your CCQs?

Exponent:

Form:



What are your CCQs?

Exponent:

Form:



What are your CCQs?

Exponent:

Form:



What are your CCQs?

Exponent:

Form:



What are your CCQs?

Exponent:

Form:



What are your CCQs?

Exponent:

Form:

2.6.5 Language Analysis Sheet – Vocabulary

Word / phrase: Rush hour

Teaching

Meaning (Be specific but keep it simple. Look in a learner dictionary):

Busy time of day when a lot of people are traveling. Trains are full of people and roads are full of cars

Anticipated problems with meaning:

Rush hour may be at different times in Ss’ countries.

I will convey meaning by…

Pre teach using a picture of cars bumper to bumper on a busy highway with a clock showing 8am

Solution(s): (CCQs with answers)

Is 3am rush hour? (No) is 5pm rush hour in New York? (Yes) Does it take more or less time to travel in rush hour? (more)

Pronunciation (phonemes, stress): O o

rʌʃaƱər/

Anticipated problems with pronunciation:

Ss may pronounce hour with a /h/ sound.

Solution(s):

Highlight on board silent ‘h’, model and drill.

Form (Part(s) of speech, collocation, (ir)regularity):

compound noun

Anticipated problems with form:

Ss may think “rush” is an adjective and say “the hour was very rush”.

Solution(s):

Clarify that it is a compound noun and record part of speech on the board.

rush hour (n) OR (n+ n= compound noun) if necessary

Word / phrase: pick someone up

Teaching


to meet someone at point A (in this context, at the airport) and take them to B (home in this context), usually in their car.


Ss may confuse it with the literal meaning (pick up a pen)


Elicit through description of a context “if I arrive at JFK and my friend meets me there and drives me home they… (from the airport)?” (pick me up)


If someone picks me up, do they meet me somewhere? (yes) do we stay there or go somewhere else? (go somewhere else) how do we usually travel? (By car – could be on foot/motorbike)

Pronunciation (phonemes, stress):

o O

/pıkʌp /


S may stress the content word “pick”, which seems logical

Solution(s):

Drill and highlight on the board with stress bubbles.


seperable phrasal verb.


Ss may try to put the object pronoun after the particle ‘up’. (he picked up me).

Solution(s):

ell them you can put an object noun before or after up (pick my brother up AND pick up my brother) but if it’s a pronoun it has to be put between ‘pick’ and ‘up’ (pick him up)

Word / phrase: scratch

Teaching


to try to relieve an itch usually using fingernails.


Ss may confuse scratch with itch


I’ll gesture scratching my arm and asking “what am I doing?”.


Is it a good idea to scratch a mosquito bite? (no) Do people scratch mosquito bites? (yes)


/skræʧ/


consonant cluster /skr/ is likely to be difficult

Solution(s):

Model, drill and highlight mouth shape. Isolate sound then build back up to the full word.


(transitive) verb


Ss may use it without an object “I scratched”.

Solution(s):

Record it on the board in a full chunk “She scratched her leg”

Word / phrase: I can’t stand it

Teaching


I hate it


Ss may think “I can stand it” =I like it.


on a cline. I’ll put ‘I like it’ on the right, point to the left and elicit “I don’t like it / I hate it” then add an X even further to the left.


Ask “Can I say “I can stand it” when I like something? No. Is it stronger or weaker than I don’t like it? (Stronger)


o O

/kæn?stænd/


the ‘t’ disappears

Solution(s):

Drill and highlight the disappearing ‘t’ on the board by crossing it out


verb phrase


modal verbs don’t operate like normal verbs so Ss may say “Do you can’t stand it?” or “I don’t can stand it”.

Solution(s):

Remind Ss of the form of modal verbs:

Subj + can’t + base form of verb

Word / phrase: stuck

Teaching


Not able to move


Ss may have heard the word in other contexts (e.g. stuck on an academic matter).

Ss may try to use it as a verb as in “I’m sticking in traffic” – highlight part of speech on board


Picture of cars bumper to bumper. Acting out driving and not being able to move


If it comes up then tell them it’s similar in that it means you can’t go forward.

If I’m stuck, can I move? (No), can I answer the question? (No)


/stʌk/


confusion between stuck /stʌk/ and stack /stæk/

Solution(s):

Model, drill and highlight /ʌ/ sound


adjective and verb (past simple / participle of stick)

Collocations “get stuck”, “be stuck”


Ss may think that it’s a verb – the past of stick – which it is but in this case it’s an adjective

Solution(s):

Ask Ss “What’s the verb form of stuck?” (Stick) and what’s the past participle? (Stuck) then write both parts of speech on the board

Stuck (verb- past) (adj)

Word / phrase: traffic jam

Teaching


a line of cars which is not moving because of an accident, road works etc.


Ss may think cars in a car park are in a traffic jam


showing a picture of cars bumper to bumper

Solutions (CCQs with answers)

Are there traffic jams on the roads in New York at 8.30am? (Yes) Are cars moving fast when there’s a traffic jam? (No) are they moving slowly? (Yes, but possibly not moving at all)


O o o

/træfıkʤæm/


Ss may stress “jam”

Solution(s):

Model and drill. Clap the stress and record it on the board for visual learners.


compound noun. Traffic is uncountable and jam is countable


Ss may make it plural by adding –s to traffic. Traffics jam

Solution(s):

Write an example sentence on the board “there are always traffic jams at 5pm”

Language Analysis Sheet – Vocabulary

Word / phrase:

Teaching







Solution(s):



Solution(s):

Word / phrase:

Teaching







Solution(s):



Solution(s):

Word / phrase:

Teaching







Solution(s):



Solution(s):

Word / phrase:

Teaching







Solution(s):



Solution(s):

Word / phrase:

Teaching







Solution(s):



Solution(s):

Word / phrase:

Teaching







Solution(s):



Solution(s):

2.7 Observation Tasks

One important component of the course is observation of other teachers. This is divided into two sections: observation of experienced teachers and observation of your peers. These observations are invaluable in giving you insights into new teaching ideas, classroom techniques, presence, and also an ideal way to observe the students and how they respond and work.

1) Experienced teachers

A total of six hours will be spent observing in the following areas:

* CELTA Tutor – one hour

You will observe your tutor teach your class of students. Use this as a model to how you should set up your own classes.

* Language School – two hours

During the course you will spend time at a local language school watching a class there. This is a great way to see teaching in a different setting.

* Video Observation – three hours

You will see a selection of videos on teaching in different contexts and have the chance to analyze them for positive and negative aspects.

2) Peer Observations

A total of nine observation tasks are provided for the nine teaching practice stages. When not teaching, it is the responsibility of the trainee to observe lessons and make appropriate notes related to the given task. These observation tasks are not required to be turned in to the tutor, but should be used to help the trainee to explore and build on his or her own teaching practice. Various points from the tasks may be discussed in feedback, thus trainees should make an effort to gather as much information as possible.

Note: Each TP observation task does not relate to a single day. Depending on the task, it may cover one, two, or three days.

Day One: Observation of tutor

When observing today’s lesson, consider the points below. What is there about the classroom, the activities, the teacher and the students that helps to create conditions for effective learning?

The Classroom

Makes notes on the classroom, considering seating arrangements, teaching aids, pairing/grouping of students and how these are changed during the lesson.

The Teacher

Comment on the rapport between teacher and students. What is the teacher’s role at various stages of the lesson? What is the balance between teacher and student talking time? Comment on the teacher’s instructions and use of voice. How does he/she get the student’s attention?

The learners

How motivated are they? Why? Are they taking part in their own learning? Is the teacher challenging them or doing most of the work him/herself? What did they learn in this lesson?

The activities

Make notes of the activities used. What did students actually do? What was the balance between teacher and student involvement? How were the activities set up and brought to a close?

Summary

What will you take away from this lesson?

Classroom Management

Task: Watch the lesson and write ALWAYS, SOMETIMES, NOT ENOUGH, or NEVER in each box. Add notes where appropriate.

TEACHER TALK

The teacher’s language is natural and graded to the Ss’ level.

The teacher achieves a balance between teacher talking time and student talking time

The teacher uses his/her voice at an appropriate volume.

The teacher interacts naturally and develops a good rapport with the Ss’.

EXTRA NOTES

Teacher 1

Teacher 2

Teacher 3

ADDRESSING THE GROUP AS A WHOLE

The teacher gets the attention of the whole group.

The teacher’s position is appropriate (T’s eyes clearly visible to all Ss’, (s)he sits down where appropriate.)

The teacher’s instructions are clear and understood by all Ss’.

The teacher uses demonstration to set up activities.

EXTRA NOTES

Teacher 1

Teacher 2

Teacher 3

LESSON & ACTIVITIES

There is appropriate variation of interaction patterns (Ss’ in pairs, groups, individually, etc)

Ss’ change partner/seat.

Ss’ are involved with the activities.

The teacher monitors Ss’ as they work.

Boardwork is useful and Ss’ can see all visuals.

Teacher 1

Teacher 2

Teacher 3

Instructions and setting up activities

Read the questions and make notes in the table for each activity.

1) What instructions were given? Were gestures used appropriately?

2) Were the instructions well staged?

3) Did the teacher check instructions? Was it necessary / effective?

4) At what stage did the teacher give out the materials?

5) Did the teacher make use of demonstration? How?

6) Did the Ss understand? How do you know?

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Activity 6

Things you’d like to steal / lend

As you observe your colleagues, note activities or techniques that you think are particularly effective and would like to use yourself. For example, one colleague might have effective lead-in activities, or another might be especially good at keeping students engaged during feedback stages. Note what the activity or technique is, how it’s carried out exactly and why it is effective. You may also want to ‘lend’ the teachers a technique that would help them next time they teach.

Things I’d like to steal

Activity/Technique

Why it’s effective

Things to lend

Activity/Technique

How it could be done next time.

Focus on the Learner Assignment

This observation task is to help you gather material for the ‘Focus on the Learner’ assignment.

Part 1

During TP, observe one particular student engaging in different activity types e.g. following instructions, listening to audio material, during speaking practice, etc. Make notes about the following:

· Does the student appear to prefer some activity types to others? Why might this be?

· Which interaction patterns does the learner seem more comfortable with? Why do you think this is?

· Does the student follow directions well? What would help them better understand?

· How independent is the student? How willing is (s)he to take risks with the language? Does (s)he ask questions when (s)he isn’t sure?

Part 2

What strengths does the learner have?

Skills

Systems

What difficulties does the student have?

Systems

Notice Grammatical errors, pronunciation errors (sounds, stress and intonation), (write down examples)

Skills

Difficulties with reading/listening for gist and detail,

Problems with fluency/accuracy when speaking.

Action Points

Today your feedback to the other teachers will be written, not just spoken. Before the lessons today, find out each teacher’s personal aims (action points from their previous lessons), comment on evidence of progress in these areas and ways they could further improve. Be sure to write legibly and on a separate piece of paper so you can hand your comments to each teacher after the lesson.

Action points

Evidence of progress

Suggestions for further progress.

Now take another piece of paper and repeat for the other teachers.

Staging and Aims

During the lessons today, write down the stages of the lesson and record the aims of each, adding some comments on the effectiveness of each stage in achieving its aim and thinking about how logically staged the lesson is.

Stage and aim

Activity

Comments

Error Correction

Complete this sheet (and additional sheets if necessary) with examples of errors and correction from each lesson that you notice. Think about how effective these decisions are.

Error of: When corrected? Who corrected? How corrected?

example

Pronunciation immediately same student T asked ‘How

‘comfortable’ during pairwork many syllables?’

example

Grammar after the activity another studentT put sentence on

‘I think you board / elicit

shouldn’t go.’

example

Vocabulary wasn’t corrected nobodyit wasn’t (but could

Next to the be useful)

‘high’ man

Error

When corrected?

Who corrected?

How corrected?

Materials and Resources.

Critically examine your peers’ materials (worksheets, etc.) and resources (use of OHP, projector, board, multi-media, etc.) today and make notes in the following categories:

Interest / motivation

Appropriacy for the level

Tasks used to exploit the materials / resources.

Authenticity (NB. Graded material can also be “authentic” if it represents real language use)

Communicativeness (does it promote S-S interaction?)

What have you learned from the use of materials/resources in this lesson?

Trainee Progress

For each colleague you observe today, note at least three ways that they have improved since TP 1. Also note at least three suggestions for their future teaching career. Try to be as specific as possible so that your colleagues have concrete ideas to take away with them.

Improvements:

·

·

·

Suggestions:

·

·

·

External Observation of Experienced Teacher

1. How does the teacher engage the students at each stage of the lesson?

2. Is there a balance of activities?

3. How long does each stage of the lesson last?

4. What is the balance of students’ to teacher talking time?

5. How effective are the instructions given?

6. Is there a variety of interaction patterns?

7. In what ways is the class, and the way it was run, different from the classes you've observed on the CELTA course?

8. In what ways were the students similar and different from our students on the CELTA course?

9. What did you discover from the experience of attending a class at a language school?

2.8 Self-Reflection Sheets

Name:TP # _____

This document is part of the assessment criteria of the course. Please consider the following areas:

Aims: What were the lesson aims? Were they achieved? How was this demonstrated?

Personal Aims: What progress did you make with your action points from your previous lesson(s)? (N/A for TP1)

Planning: How did your plan (cover page, procedure page and language analysis) help you with your lesson today? What would you change if you planned the lesson again?

Strengths: What were the main strengths of your lesson?

Action points: What were the main weaknesses of your lesson? What are you going to do to avoid these in the future?

Trainer’s feedback

Trainer’s Signature:

Reflections on lessons continued:

Name:TP # _____










Name:TP # _____










Name:TP # _____










Name:TP # _____










Name:TP # _____










Name:TP # _____










Name:TP # _____










Name:TP # _____










3. Assignments

Administration

• You must submit all 4 assignments in order to be considered for a pass result on the course and be eligible to receive a CELTA certificate.

• Assignments need to be typed (with the exception of LRT).

• Please hand in assignments by the time specified on the course timetable.

• All assignment submission dates are on the CELTA timetable.

• Failure to hand in assignments on time will be considered a professionalism issue and will be reflected in the comments on your final report that you will use to secure employment after completing the course.

• Tutors will mark and return assignments at the earliest opportunity.

• All assignments have a minimum word count of 750 and a maximum word count of 1,000. Please stick to the word count.

Marking

Pass on first submission

• If the feedback sheet has 'pass on first submission' circled, you have successfully completed the assignment and can file it in your CELTA portfolio.

• Please record the assignment result in the appropriate box on page 8 of your blue Candidate Record Booklet (CELTA 5), which is kept in your CELTA portfolio.

Resubmissions

• If your assignment does not meet the criteria, you will need to make changes or additions and resubmit it.

• You will know an assignment needs to be resubmitted if 'Resubmit' on the feedback sheet has been circled.

• Read the tutor's comments on the feedback sheet carefully and make any necessary changes or additions on a separate sheet of paper to be attached to the original. If you resubmit the whole assignment, please mark the sections which you have changed clearly.

• Do not under any circumstances alter the original work. Do not use white-out, correction tape, scribbles or any other means to cover what you originally submitted.

• The Cambridge assessor needs to be able to see your original work as well as any changes or additions you make for resubmission.

• When you hand in a resubmission, please include the ‘cover sheet’ where the tutor has provided feedback and recorded your grade as well as the entire original assignment.

• You may resubmit each assignment only once.

• If an assignment is a 'pass on resubmission', please mark this on page 8 of your Candidate Record Booklet, again in the appropriate box.

Fail on resubmission

• If the resubmission does not meet the criteria, your assignment will be a 'fail on resubmission' and your tutor with check this box on the feedback sheet.

• You may fail one (1) of the four assignments and still be considered for a 'B' grade, provided that you have been able to meet the criteria on which you failed in another way - i.e. during your teaching practice.

• If you fail two (2) or more assignments, you automatically fail the course.

3.1 Language Related Task

Task Achievement CriteriaNAME ____________________

(Grammar 2Analysis of Meaning □ Anticipated Problems & Solutions □ Analysis of Form □ Anticipated Problems & Solutions □Analysis of Pronunciation □ Anticipated Problems & Solutions □ Correctly use terminology relating to the description of language systems □ Use written language that is clear, accurate and appropriate to the task □CommentsVocabulary 2Analysis of Meaning □ Anticipated Problems & Solutions □ Analysis of Form □ Anticipated Problems & Solutions □Analysis of Pronunciation □ Anticipated Problems & Solutions □ Correctly use terminology relating to the description of language systems □ Use written language that is clear, accurate and appropriate to the task □Comments) (Grammar 1Analysis of Meaning □ Anticipated Problems & Solutions □ Analysis of Form □ Anticipated Problems & Solutions □Analysis of Pronunciation □ Anticipated Problems & Solutions □ Correctly use terminology relating to the description of language systems □ Use written language that is clear, accurate and appropriate to the task □CommentsVocabulary 1Analysis of Meaning □ Anticipated Problems & Solutions □ Analysis of Form □ Anticipated Problems & Solutions □Analysis of Pronunciation □ Anticipated Problems & Solutions □ Correctly use terminology relating to the description of language systems □ Use written language that is clear, accurate and appropriate to the task □Comments)Assignment 2Language related task750-1000 words

Task

This assignment involves analyzing language. Below is a typical text that you might have students read in class. Look at the items in the box on the following page and, for both grammar structures and both lexical items:

· Analyze the meaning, form and pronunciation of the item;

· Say how you would check understanding of the meaning;

· Anticipate other problems students may have and say what the solutions are;

· State which references you have used to help you in your analysis.

To help you there is an example on the following page.

(Comments on resubmission)First submission:Pass/ResubmitTutor:Date:

(Second submission:Pass/FailTutor:Date:)

Assignment 1Language related task750-1000 words*

Task

This assignment involves analyzing language. Below is a typical text that you might have students read in class. The language you are required to analyze comes from this text. Before analyzing the language, it’s a good idea to comprehend the text.

Read the text and put the following events in order (this is not part of the assignment but will help set the context for language work):

a. Ranjit and Sarita met

b. Sarita decided that Ranjit would be a good husband

c. Sarita started studying in America

d. Sarita finished her studies in America

e. Sarita flew to England

f. Sarita returned to America

From “Ideas & Issues” by Johnston and Farrell (Cancerel International Publishers 1998)

Now, look at the items in bold the box below.

(Grammar items:I was studying in America at the time.… by then I’d decided that Ranjit was right for me.Vocabulary items:We made some inquiries.Ranjit was a good catch.)

· Analyze the meaning, form and pronunciation of the item;

· Say how you would check understanding of the meaning;

· Anticipate other problems students may have and say what the solutions are;

· State which references you have used to help you in your analysis.

*You do not need to write in prose - bullet points are fine but make sure you include all the specified information.

* Use the forms provided.

* Use these examples of language. Do not choose your own.

Cambridge ESOL specifies that for this assignment successful candidates can demonstrate their learning by:

· analyzing language correctly for teaching purposes

· correctly using terminology relating to form, meaning and pronunciation when analyzing language

· accessing reference materials and referencing information they have learned about language to an appropriate source

· using written language that is clear, accurate and appropriate to the task

Grammar 1

Language area and use: What is the name of the grammatical structure of “I was studying”?

Target language: provide an example sentence (this has been done for you)

I was studying in America at the time.

Focus on meaning: You need to: 1) explain the meaning of “I was studying (in America) at the time” in the context of Ranjit and Sarita. 2) draw a timeline which includes both events (was studying and at the time) 3) write concept check questions to help with all elements of meaning of was studying and provide expected answers. You should use a Grammar reference to help you but your timeline and CCQs should be in the context of the text.

Focus on form: You need to: 1) identify elements of the structure “I was studying” and provide a formula that would generate multiple examples of the target language 2) repeat this for the negative and question forms, including any relevant contractions.

Focus on pronunciation: You need to: 1) transcribe “I was studying” in phonemic script, 2) indicate which syllables are stressed.

Potential problems and solutions: Meaning (provide two problems and a solution for each)

Potential problems and solutions: Form (provide two problems and a solution for each)

Potential problems and solutions: Pronunciation (provide two problems and a solution for each)

Sources used:

Grammar 2

Language area and use: What is the name of the grammatical structure of “I’d decided …”?

Target language: provide an example sentence (this has been done for you)

By then I’d decided that Ranjit was right for me…

Focus on meaning: You need to: 1) explain the meaning of “By then I’d decided (that Ranjit was right for me)” in the context of Ranjit and Sarita. 2) draw a timeline which includes both events (then and decided) 3) write concept check questions to help with all elements of meaning and provide expected answers. You should use a Grammar reference to help you but your timeline and CCQs should be in the context of the text.

Focus on form: You need to: 1) identify elements of the structure “I’d decided” and provide a formula that would generate multiple examples of the target language 2) repeat this for the negative and question forms.

Focus on pronunciation: You need to: 1) transcribe “I’d decided” in phonemic script, 2) indicate which syllables are stressed.

Potential problems and solutions: Meaning (provide two problems and a solution for each)

Potential problems and solutions: Form (provide two problems and a solution for each)

Potential problems and solutions: Pronunciation (provide two problems and a solution for each)

Sources used

Vocabulary 1

We made some inquiries

Meaning (Keep it simple, be specific and relate the meaning to the context of Ranjit and Sarita!)

How will meaning be conveyed? (Use the context of the text)

What are your CCQs? (Use the context of the text. Provide the expected answer for each question).

Form (Indicate parts of speech. Identify the relationship between the words)

Pronunciation (Transcribe “made some inquiries” in phonemes. Indicate stress)

Anticipated problems and solutions (Provide at least one in each area of meaning, form and pronunciation)

Vocabulary 2

Ranjit was a good catch

Meaning (Keep it simple, be specific and relate the meaning to the context of Ranjit and Sarita.)

How will meaning be conveyed? (Use the context of the text)

What are your CCQs? (Use the context of the text. Provide the expected answer for each question)

Form (Indicate parts of speech. Identify the relationship between the words)

Pronunciation (Transcribe “a good catch” in phonemes. Indicate stress)

Anticipated problems and solutions (Provide at least one in each area of meaning, form and pronunciation)

Sources used

3.2 Language Skills Related Task

NAME_________________________

Task Achievement Criteria:

· Select an appropriate authentic text and provide a rationale□

· Identify receptive skills to be practiced□

· Submit two appropriate receptive skills tasks□

· Identify productive skills to be practiced□

· Submit an appropriate productive skills task of your own design□

· Submit a sufficient outline of a lesson plan□

· Correctly use terminology that relates to skills and sub-skills□

· Relate task design to language skills practice□

· Find, select and reference information from one or more □sources

· Use written language that is clear, accurate and appropriate to □

the task.

Comments

First SubmissionPass / Resubmit (as an appendix to the original, indicating changes clearly)

Tutor:Date

Second SubmissionPass / Fail

Tutor:Date

CELTA Assignment 2: Language Skills Related Task

This assignment consists of four parts:

1. Text and Rationale

· Select an authentic text, for reading or listening, which you consider appropriate in level and topic for your current or final group. Specify the level.

· Be sure to include a copy of the text and reference the source[footnoteRef:1]. [1: if it is a listening text, please include a tapescript or, if this doesn’t exist, a copy of the listening on CD / internet link, etc.]

· Provide a rationale for your choice of text in terms of level and interest value for the group you have in mind.

2. Receptive Skills + Task

· Design and describe an initial task to exploit the text. Specify the skill and sub-skill that it develops. (NB, these tasks should be skills related, not related to any specific target language).

· Provide a copy of the task (as you would give it to learners) as an appendix[footnoteRef:2]. [2: you must submit these tasks as you would give them to students, not just describe them.]

· provide a rationale for the sub-skill based on your

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