British Council CELTA input materials for teacher training

CELTA course – Intro to TEFL: Learning / Teaching

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Page | 1

Classroom arrangements



of 8

Page | 2

Roles of the teacher and ways of learning languages – traditional and modern

© Learning Teaching Jim Scrivener Macmillan ELT 2005

less more



of 8

Page | 3

roles of the teacher – depends on stage of the lesson / course

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:

motivator

questioner

co -participant

resource assessor

organiser/ manager

planner facilitator

TEACHER ROLES



of 8

Page | 4

Using questions as a teacher –e licitation (and checking) techniques

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 ?

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?



of 8

Page | 5

MONITORING – why is it vital?

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 fluency-focussed 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

!



of 8

Page | 6

UNIVERSAL LESSON SHAPE

WAYS TO GENERATE INTEREST/ ENGAGE

SIGNPOST TOPIC – eg fashion crime food climate travel

not grammar/vocab/reading

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



of 8

Page | 7

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



of 8

Page | 8

features of an effective & enjoyable lesson – 4 areas to bear in mind

Rapport EYE CONTACT

SMILE

BODY LANGUAGE

NAMES (YOURS/THEIRS)

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

- SETTING UP tasks - ICQs

- MONITORING – front/back

- FEEDBACK : nomination/ signals

- Starting on time

- Using timelimits

- Using timechecks

- Finishing on time

- SEATING ARRANGEMENT e.g horseshoe, islands, rows

- REGROUPING/ RESEATING

- CHANGING INTERACTION

- TEACHER POSITIONS

- chesting/mapping

- organise handouts with paperclips/ slips or cards in envelopes

- exploit IWB fully

- adapt materials to suit ss

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 o level of CHALLENGE and PACE o GUIDED DISCOVERY

approaches - s-centred approaches

o maximizing STT / limiting TTT o MOTIVATING / PRAISING

Learning Opportunities

SYSTEMS

grammar lexis pron functional

lesson shapes:

[PPP/TTT/TBL]

SKILLS

RECEPTIVE – listening / reading

PRODUCTIVE – speaking /writing

lesson shapes:

PRE-/ while / POST

British Council CELTA input materials for teacher training

Education

Transcript of British Council CELTA input materials for teacher training