This is a sample of the kinds of materials you will be receiving during the input sessions on the CELTA course.

1. CELTA course – Intro to TEFL: Learning / Teaching
Classroom arrangements
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The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

2. CELTA course – Intro to TEFL: Learning / Teaching
Roles of the teacher and ways of learning languages – traditional and modern
less
more
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© Learning Teaching Jim Scrivener Macmillan ELT 2005
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
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3. CELTA course – Intro to TEFL: Learning / Teaching
roles of the teacher – depends on stage of the lesson / course
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facilitator
motivator
questioner
co
-participant




planner
TEACHER ROLES
organiser/
manager
assessor
resource
Think of 3 ways to motivate ss:
Think of 3 things you organize/manage in the classroom ss:
Think of 3 things ss may ask you about as you act as resource:
Think of 3 types of questions you ask ss:
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
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4. CELTA course – Intro to TEFL: Learning / Teaching
Using questions as a teacher –e licitation (and checking) techniques
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CLARIFICATION OF LANGUAGE
Checking MEANING with CCQs (grammar)
6. Do you understand? Do you know this?
7. Do we know when the action started?
8. How do we use the present perfect?
Checking MEANING with CCQs (lexis)
9. Does ‘hectic’ mean busy or very busy ?
10. Does anyone think they know what
this word means? Can you tell me?
Highlighting/labelling FORM (grammar)
11. How do we form the present
perfect?
12. Which verb is the auxiliary verb?
Highlighting features of PRON (lexis)
13. Look at this word – what do you
notice about it ?
14. Listen, “half”- which letter is silent?
CHECKING INSTRUCTIONS (ICQ)
0. Will you be speaking or
writing in this task ?
1. What do you have to do ?
OPEN CLASS FEEDBACK
2. Tell us one thing your
partner said to you about
their favourite animals?
3. Who can tell me something?
4. What’s the answer to
number 2, (pause) Sylwia ?
5. Sylwia. (pause) What’s the
answer to number 2 ?
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
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5. CELTA course – Intro to TEFL: Learning / Teaching
MONITORING – why is it vital?
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to build rapport on a one-to-one basis
to show concern for the ss learning
to check if ss are on-task
to check if ss understood
instructions for the task
to possibly repair instructions
to gather prompts in readiness
for the feedback stage
to correct errors if an
accuracy-focussed stage
to collect errors if a fluencyfocussed stage
to facilitate ss who are stuck
or doing the task inefficiently
to check the level of challenge
to check pace and timing
to motivate ss to do well by
giving praise and encouragement
to scan the class for fast-finishers
to give partial feedback so ss can
re-do parts
to act as resource for the ss
to decide when to end the
activity and start OCFB
e.g. OK guys thank you
!
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
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6. CELTA course – Intro to TEFL: Learning / Teaching
UNIVERSAL LESSON SHAPE
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WAYS TO GENERATE INTEREST/ ENGAGE
 SIGNPOST TOPIC – eg fashion crime food
not grammar/vocab/reading
climate travel
 VISUALS + QUESTIONS – have ss chat in
pairs
 PERSONALISE: give your view - have ss chat
in pairs
 Show a VIDEO with questions
 BRAINSTORMING ideas/language
 PUZZLER
 ICEBREAKER
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
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7. CELTA course – Intro to TEFL: Learning / Teaching
12 BASIC DO’S & DON’T’S
1. __________ALLOW PAIRWORK/GROUPWORK BEFORE OPEN CLASS FEEDBACK
2. __________MONITOR EVERY PAIRWORK/GROUPWORK moving round room
3. __________ ASK THE GROUP A QUESTION, THEN NOMINATE
4. __________GET SS FIGURING OUT LANGUAGE RULES FOR THEMSELVES
5. __________ASK SS WHAT WORDS MEAN
6. __________PROVIDE MORE TIME FOR PRACTICE THAN PRESENTATION OF LANGUAGE
7. __________HELP SS WITH PRONUNCIATION BY DRILLING
8. __________EXPLAIN THE RULES OF GRAMMAR TO SS
9. __________ ASK SS TO EXPLAIN THE RULES OF GRAMMAR TO YOU
10.
__________ANALYSE THE TARGET LANGUAGE YOU PLAN TO TEACH
BEFORE THE LESSON BY RESEARCHING IT
in e.g. a grammar reference
11.
__________ ANTICIPATE
POTENTIAL STUDENT DIFFICULTIES
12.
__________ SIT DOWN DURING
FEEDBACK WHEN POSSIBLE
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
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8. CELTA course – Intro to TEFL: Learning / Teaching
features of an effective & enjoyable lesson – 4 areas to bear in mind
Rapport



EYE CONTACT  
SMILE 
BODY LANGUAGE
(YOURS/THEIRS)
 NAMES
 VOICE – varying according to role
 SENSITIVE / TOLERANT
 HUMOUR
 NOTICING IF SS CONCERNED/ CONFUSED
Classroom
Management
ATTENTION-getting
ATTENTION directing
SIGNPOSTING aims / direction
LINKING parts of lesson
start + stop: STAGES
-
Learning
Opportunities
-
SETTING UP tasks - ICQs
MONITORING –
front/back
FEEDBACK : nomination/
signals
SYSTEMS
grammar lexis
pron functional
-
lesson shapes:
[PPP/TTT/TBL]
SKILLS
RECEPTIVE –
listening / reading
PRODUCTIVE –
speaking /writing
lesson shapes:
PRE-/ while / POST
Student involvement
o INITIAL BROAD ENGAGE
STAGE
o PERSONALIZATION -bridging
topic to ss’ lives &
GENERATING INTEREST
o ENERGY & stimulating
MATERIALS
o variety of INTERACTION
PATTERNS :
s-s / s-s-s / T - sss / mingling
o ELICITATION NOT TELLING / not
spoonfeeding
-
Starting on time
Using timelimits
Using timechecks
Finishing on time
-
SEATING ARRANGEMENT
e.g horseshoe, islands,
rows
REGROUPING/
RESEATING
CHANGING INTERACTION
TEACHER POSITIONS
-
o level of CHALLENGE and PACE
o GUIDED DISCOVERY
approaches
- s-centred approaches o maximizing STT / limiting TTT o MOTIVATING / PRAISING
chesting/mapping
organise handouts with
paperclips/ slips or cards
in envelopes
exploit IWB fully
adapt materials to suit ss
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
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