(This stage will follow the task cycle.). As we know, speaking, like writing, is a productive skill, and again, we’ll see many similarities between the staging of these two lessons, in the same way we saw similarities between the two receptive skills lessons (reading and listening). The chances are, you would feel like you had wasted your time, that the whole activity was rather pointless. So in the classroom and in the staging of our receptive skills lessons, we want to try and replicate the purpose of reading. Skills Lesson. Now we need to establish that all of this is related to the past, so we could write a date from a few days previous about the plane. With our doctor text this might involve answering questions about what time the doctor does something, the number of hours he works, how old he is etc. With listening tasks, it is even more important that the teacher monitors both completion of the task and the pair checking stages. Students need the same opportunities. When scanning for specific info, we are often looking for things such as names, places, amounts and costs. In our doctor’s day text, this might take the form of a group discussion, where students decide if they would like to do this job and why / why not. CELTA is the most widely recognised English teaching qualification in the world. This method of presenting language is very similar to the previous, but this time the context in which the students first encounter the target language is a situation rather than a text. For a summary of stages, which could help with lesson planning, see Skills – Lesson Staging. Imagine a situation. For a vocabulary lesson… Let’s start by thinking about two kinds of reading text that most people will probably have read at some point; a news article (whether online or in the physical paper) and a menu. This song is one of my favorite ESL listening and speaking lessons for when we’re studying conditionals ... the lesson planning, not to worry, many TEFL teachers are until they get a bit of practice, or take a course like the CELTA. While with receptive skills, the stages discussed in the previous section tend to be more consistently followed, with productive skills there is often more flexibility, depending on what kind of speaking or writing we are expecting students to produce. CAMBRIDGE ESOL CELTA LESSON PLAN Name: Clive Elsmore Date: 19 Apr 2012 TP No: 6 / Stage 6 Level: Pre Intermediate Lesson Focus: Grammar, Reading, Writing, Speaking, Listening, Vocabulary. In the classroom, we also want to give students some kind of an audience and feedback. CAMBRIDGE ESOL CELTA LESSON PLAN Name: Clive Elsmore Date: 19 Apr 2012 TP No: 6 / Stage 6 Level: Pre Intermediate Lesson Focus: Grammar, Reading, Writing, Speaking, Listening, Vocabulary. We then get quick open class feedback. In her latest guest post, Nicky Salmon talks about how to write effective lesson plans on the CELTA/Trinity TESOL course. So, when taking a top-down approach to reading, our first stages of the lesson would seek to generate interest in the topic of the text and get students thinking and predicting the content. Often when reading in another language, people tend to change the way they read, and instead of doing the kind of things described above – they begin to go through the text slowly, examining every word and faltering the minute they come to some vocabulary they don’t understand. Answer – the text contains lots of examples of the past simple positive (it was easy, it cost, we walked, we visited, went, had etc. For example, if the text were a bus timetable – we don’t need to skim it to get a general idea of what it is about! We were introduced to a set of ‘lesson frameworks’, which gave us an outline of how to structure our lessons, and what structure might be best for teaching each skill (i.e. Here, a task to help them notice and use this language might be that they read the text and add words with positive meanings and expressions to one column of a table and negative words and expressions to the other. Or we might decide, in some cases, that the form can be handled by way of a handout. Each student, or group of students, sticks their review up on the wall and then the whole class mingles, reading the reviews and reacting to them. Now that the students have had a general look at the model, we can begin to highlight things about the model that students can notice and use in their own texts. NAME: Chiew Pang WEEK: 4 DAY: 2 LENGTH: 60minsLEVEL: Upper Intermediate DATE: 23 Oct 2012 TP # 7APPROACH If Discrete item…Discrete Item Situational Presentation XTask Based Learning Teaching from a text Skills Teaching from examples Teaching from rules Test-Teach-Test TOPIC/THEME: (e.g. On a CELTA/Trinity TESOL course a plan is … However, there are some practical differences we need to consider. Would you then hand in this first version? (Note that for a gist task, if we need to play it again – it is either because the task set is too difficult and not general enough, or the students are trying to focus on more details than they were asked for. ) We need to think carefully about our aims here. We can give the students instruction as to what to look out for – for example a list of questions to consider. Imagine yourself as a student; you have just spent time and effort writing your review, and the teacher says, ‘OK, that’s the end of the lesson’ and you simply put your work away and leave the classroom. There are a few different ways we can do this. Again, not every text lends itself to this kind of task, so we would choose to do it, only where a text contains the kind of facts as described above. Experienced teachers will probably hate me for saying this, but the most effective approach to teaching a grammar lesson on the CELTA would be PPP: Presentation, Practice, Production. Is it Italian? During the CELTA we had a good few input sessions on how to plan lessons. Essentially, the second Test is very controlled practice, similar to the kind of activity we gave students in the initial test. A unique combination of theory and practice gives teachers the essential knowledge and hands-on teaching experience to teach English competently in various contexts. Not all teachers include a lead-in in a Test-Teach-Test lesson. This stage is called pre-teach lexis, and is optional. Of these three, we always want to deal with meaning first. Aim: for students to develop their ability to construct a text, organising and expressing their ideas with relevant language. CELTA … What particular language structure/s do you think it could be used to contextualise? At this stage of the lesson then, we built in time for feedback. Again, this corresponds with a top-down way of processing information – looking at the big picture first. Watch Diane Dowejko demonstrate the stages of a reading skills lesson. So, in this case, they would read another review of a phone, similar to the one they are going to write. It would be useful for students to look at a model text so they know how to set out the letter. There’s a bus that leaves every twenty minutes. Again, while this is happening, it’s a vital time for the teacher to monitor actively and carefully, so that they know what is most needed in the next stage – ‘Teach’. For example, we might note that students could complete the gap filling exercise well with the regular (ed ending) past simple verbs, but had trouble with the irregular verbs. However, one of the dangers of this approach is that it can be rather dry and decontexualised – so we are going to show how one can be included, and how we can strive to maintain some context when using this approach. When you read and when you listen, are you taking in information or putting out information? With our phone review lesson, there are a couple of interesting possibilities for the publish stage. With the news article, what we often do is start to read, perhaps the first paragraph or so, quite quickly, to see if it provides the kind of thing we wanted, and then decide whether to keep reading. ), so it could effectively be used to present this tense. It is possible for students to do these stages collaboratively if the text lends itself to that. In other circumstances, with the covering letter, our purpose is to try and get an interview, and the audience is our potential employer. We will keep to a lesson where the target language is the past simple positive, as this should make it easier to compare all three approaches. We _______ (visit)  a large square, or Placa in Spanish, then we ______ (go) to see Gaudi’s cathedral – which_____ (be) amazing – you have to see it! Yesterday we walked all over the place. Language skills: speaking, listening, reading and writing; Lesson planning, resources and materials; Developing teaching skills and professionalism. There are four main skills in language learning; reading, listening, speaking and writing. This emphasises students producing an accurate, appropriately laid-out piece of writing and usually makes use of students following a model text as a guide. Read More. Is it likely that you’ll sit down, immediately put pen to paper and write the assignment from start to finish? Aim: for students to develop their ability to self- correct and assess their written work. If students have found the listening difficult, we need to know about it, and we need to know which parts of it they found difficult. However, just as in the writing lesson, we considered if there was any language we could include that would help students construct a particular type of written text, in a speaking lesson we may need to highlight some language which will help students more effectively complete a particular spoken task. In the doctor text, we could for example, ask true or false questions. During the CELTA we had a good few input sessions on how to plan lessons. The parts of the plan and how they fit together The University of Cambridge sets out the requirements for what is in a CELTA lesson … 2. Abstract This is a 40 minute speaking and listening lesson plan. If we still feel that students need more work on accuracy and using the language correctly we would insert further controlled practice in after the Test and before the freer practice. We are hoping that as a result of the Teach, students will now be better able to do the second Test. The framework for a speaking lesson is the same as the writing lesson above, but the model text is listening rather than reading. Aim: to get students engaged and interested in the lesson, to begin creating a context for the writing task and to activate known vocabulary. Rather than telling them just to go around and read, we might tell them to go around, read, and decide from the reviews which phone they would most like to buy. We visited a large square, or Placa in Spanish, then we went to see Gaudi’s cathedral – which was amazing – ! This lesson plan works well on its own, but I have used it to complement Unit 2 of the course book New English File Upper-intermediate. If you want to receive a good mark, the answer is probably no! We also need to motivate students. We can imagine all the vocabulary and knowledge we already have on this subject coming to the forefront of our thinking (like a series of lights coming on and illuminating things a little) and interacting with the information we get from the text as we read. We have already talked about reading and listening – receptive skills. The degree to which we go either way may depend on the kind of text we want students to write and the amount of time available. We now want to pull the target language from the context and help students understand it. In doing the Test stage, students should have revealed any weakness or problems with the MPF of the language. You’re in the classroom, and the aim of the lesson or stage is focused on speaking skills. Celta Cambridge - Assignment 2 – Focus on the learner Part A profile of the learner Carolina Vasconcelos Assignment 2 – Focus on the learner Part A profile of the learner Background Daniele is Brazilian, 34 … It would also be helpful for them to focus on useful chunks of language for this sort of text. Another, more classroom based idea, is to do what is known as a gallery walk. A summary of possible stages for speaking and writing lessons can be found in Skills -Lessons Staging, …contains 30 complete lesson plans and materials for reading, speaking and writing skills lessons. Holidays, Regional Dishes, Health and … It’s rare to teach something to a class and find that absolutely no one in it has ever come across anything at all about the structure you are going to teach. The first thing is to go online and search for a CELTA lesson plan template (this links to probably the best source I have found!). Celta Assignment- Lesson from the Classroom ... relocating to an English speaking country, obtaining a better job, travelling, teaching English at a higher level, and communicating with native speakers or family. We will again imagine that the target language is the past simple. During this time they construct their first draft. In the previous two language lessons, the language was put into context and then clarified – we helped students with MPF in the earlier stages of the lesson and then they practised it. Author Amanda Momeni Posted on 28/11/2019 29/11/2019 Categories CELTA Course, Lesson Planning, Teaching English, Teaching language Tags CELTA Course, CELTA lesson plan, CELTA planning, CELTA stage names, CELTA stages, CELTA tips 1 Comment on A Guide to Lesson … It_____ (cost) about 8 euros. Where the text says something like ‘Most doctors in this hospital work far more than the 45 hours a week their contract details as minimum’, the students would have to decide whether a statement such as Doctors have to work more than 45 hours a week is true or false. When we work on reading in the classroom with students, we want to try and help them read more effectively and efficiently in English, and one way to do that can be to replicate the way they read in their own language through our lesson staging and choice of tasks. When students are more familiar with the text, after earlier, easier reading tasks, we may want to introduce tasks that get them reading more carefully and understanding the text in greater depth. Again, as we read we are confirming or refuting our predictions. In my opinion, this was the easiest of the 4 assignments. At beginning of this course, I thought it was enjoyable, because I was learning new teaching techniques. We need to lead them into the lesson and the language. In this instance, an example of how to do this might be to put students into pairs to discuss the question, ‘Where in the world do you want to visit for a holiday?’. Main Aim By the end of the lesson the students will be speaking … We could for example have a visual of someone with a backpack, a plane, an airport bus, a hostel, various Barcelona scenes etc. For example, if you are using the text to practise identifying the topic and reading for gist, you will need to suggest what sorts of activities you would use and, crucially, why. This is because based on our monitoring, we may decide to play the recording again (always complete pair checking before this), or we may decide to play a particular segment again. With Test-Teach-Test our aim is to see what student do and don’t already know. Our lessons and activity plans can be used flexibly in the classroom to help deliver English classes specifically designed for IELTS. In other words, with our help, students create the situation in which the language is used. That would mean we should respond to this in the Teach, by spending less time on the regular verbs and more time on the irregular verbs. It was really easy to get from the airport to the centre of the city, so I don’t think you’ll have any problems. The CELTA course is now also available in blended … (This stage will follow the task cycle. Why CELTA? When we have adequately checked the meaning, we need to help with pronunciation (how to say it), by drilling, and highlighting pronunciation features, and the form (how to make it). CELTA lesson plan worksheet . In varying detail, the course covered these lesson frameworks: We are hoping to improve students’ ability to get their point across using whatever language they want / need. Hundreds of PDF lesson plans. A writing task is a lot more meaningful if students can imagine who they are writing for and why. This is often done with the use of pictures. You tell students what you want them to talk about, and then…nothing really happens. Taking in – or receiving. In the review example, this is where students, possibly in pairs could decide on which phone they are going to review and make notes about the phone in general as well as the things they like / dislike about it. For a diagrammatic overview of each of the lesson types discussed here, see Language Presentation Stages. Another type of reading sub-skill we may employ, is to scan for specific information. Imagine a situation. NB2: although it is very common to begin reading with this kind of task (certainly on many CELTA courses and in many coursebooks) – it is not always essential. Language skills: speaking, listening, reading and writing; Lesson planning, resources and materials; Developing teaching skills and professionalism. 6 Lesson length: 40 min Main aims: To develop writing fluency through writing a complaint letter To practice and develop recognizing differences in register by comparing informal speech with formal writing Subsidiary aims: To practice and develop intensive reading skills in the context of a complaint letter For this lesson: When students do this kind of task, they will first need to scan, to try and find the area of the text containing the relevant information, but they will then, in addition, need to read more carefully to extract greater meaning; perhaps inferring meaning, or interpreting elements of the text. Congratulating someone — Prasanta Borthakur 10. The staging suggested below is for a full and comprehensive writing lesson. For that reason, we set an initial task that is general in nature. This is sometimes called a gist question. CELTA / TEFL / TESL advice and materials on approaches, grammar, skills, lesson planning, concept checking, controlled practice, freer practice and more. CELTA Assignment 4-Lessons from the Classroom 1. We can then similarly try and elicit other example sentences such as, ‘He took a bus from the airport’, ‘They went sightseeing’ etc. All with comprehensive Teacher Notes included. Here are some of the main ways listening differs from reading: We need to take these differences into account when planning and executing a listening lesson. For this, we can introduce an initial task that gets them to make contact with the text and see generally what it is about, but does not at this stage make them focus on specific language or too much detail. So a process approach emphasises students having practise going through this process and hopes to make them better independent writers. It’s the qualification most often requested by employers; three out of four English language teaching jobs require a CELTA qualification*. In this case, we have employed top-down reading skills. If we think first about a news article, we probably choose to read this because we have identified the subject matter as something that interests us. So – let’s imagine we are going to use this text to teach the past simple positive. We_________ (arrive) about 10am yesterday morning. Going back to the two texts we mentioned earlier, let’s think about what examples of this reason to read might be. This can be a written text or a spoken text – students can either read or listen to something which naturally contains good examples of the target language. Students have now practised various reading sub-skills and should have a much better understanding of the text. Similarly with the menu, we use our real-world knowledge to very quickly establish that the text is a menu and to use our previous experience and main information on the sheet to predict the fact that we expect to see the name of dishes, prices and descriptions. Since we have ensured that we have put the language into a suitable context, we don’t want the language, but that context, to be the first thing we get students to focus on – in this case holidays. As with each one of the following stages, we would follow the task cycle. Things such as speed of speech and accent can radically affect how difficult a listening text is to understand. Aim: for students to practise organising ideas in a logical manner appropriate to text type. Part of the CELTA course is having a total of 6 hours teaching time where you will be teaching a class of foreign students. We therefore want to give students practice doing the same things. Teacher training (CELTA) The Certificate in Teaching English to Speakers of Other Languages (CELTA) is the most widely recognised initial qualification for English teachers globally. Our CELTA courses are validated by, and certificates are issued and awarded by the Cambridge English Language Assessment, part of the University of Cambridge. These are the kind of strategies we need to develop in our students, so they can cope with real-world reading and listening. It’s the qualification most often requested by employers; three out of four English language teaching jobs require a CELTA … For our review text, this stage might not take too long. ESL listening lesson plan. Lesson Frameworks. I was pretty clueless too until I took the CELTA and the DELTA where my trainers beat this ESL speaking lesson plan template into my head such that I could basically recite it in my sleep. This lesson is aimed at students with a language level of B2 (upper-intermediate) and focuses on revising, learning and using vocabulary related to health and illnesses through a variety of engaging activities which will help them improve listening and speaking. When conducting feedback, ensure questions which students got wrong are clarified – identify where the information was in the text and make sure students know why the answer is what it is. Ensure there is enough time to give meaningful feedback and if possible, a chance for students to apply this feedback. ... After speaking with a partner or two, they would work with a partner to write a report to share with the class, then listen/read a gapped text about my parents (to notice the gap). Aim: to generate interest and a desire to read the text, to encourage prediction, to activate known vocabulary on the subject. Later we ______ (have) some typical food, batatas bravas and fish and then we ________ (watch) the sunset at the beach. If we begin by telling students they are going to write, we may demotivate some students who feel like writing is a difficult or uninteresting. For example, they would match the paragraph containing pros with the heading, things the writer likes about the phone. How valuable with that piece of writing feel? Written in October 2010 while instructor was studying for his Certificate in English Language Teaching to Adults (CELTA… Yesterday we______ (walk) all over the place. As mentioned earlier, when we write, we do so for an audience and with a purpose. We’re here! Students would scan to find the part of the text which mentions hours of work, but then have to read more carefully and understand more deeply in order to answer the question. We feel it is essential students need to analyse the sub-skills required to celta speaking lesson the text that would the. 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