Handbook - CELTA 02-2024

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PAGE 26
	
Handbook
CELTA ONLINE FROM 19/03/24 TO 19/06/2024. BR641 02-2024
	March/April
	
	
	
	
	
	
	
	
	
	
Week 1 (20/03)
	
	
Week 2 (27/03)
	
	
Week 3 
(3/4)
	
Week 4 
 (10/4)
	
 
	
Week 5 Week 6 
 (17/4) (24/4)
	
	
	
	
	
	
	 
	
	
	Unit 00
Orientation Module
	Unit 03
Dealing with language
	Unit 05 
Using the coursebook 1
	Unit 07
More about the learner
	Unit 08
Checking understanding
	Unit 11
Listening
	Unit 01
The Learner First
	Unit 02
Helping students understand texts: Reading
	Unit 06
Lesson planning (1)
	Unit 12
Lexis
	Unit 09
Anticipating problems with language
	Unit 10
Using the coursebook (2): Language focus
	
	Unit 04
Classroom management
	
	
	
	
	First meeting
	Observe tutors teach 
Unassessed teaching 
	TP1
Interview learners for assignment 1 (FOL)
No lesson plan needed for tp1
	Tp2
	TP3
Assignment 1 
Focus on the learner Task Due 21/4
	TP4
	May/May 
	
		
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	Week 7
(1/5)
	Week 8
(8/5)
	 
	Week 9
(15/5)
	
	Week 10 (22/5)
	
	Week 11 (29/5)
	
	
	
	
	
	
	
	
	
	
	
	
	Unit 16
Grammar
	Unit 21
Authentic Material
	Unit 19
Writing
	Unit 20
Recording and recycling language
	Unit 22
Discourse
	Unit 15
Pronunciation (1): Overview
	Unit 18
Lesson planning (2)
	Unit 17
Speaking
	Unit 24
Pronunciation (2)
	Unit 23
Beyond 
the coursebook
	Unit 14
Correction
	Unit 13
Practice activities
	
	
	
	No TP
	New level. Observe tutors teach. 
Assignment 2
Language Related Task
Due 12thth May
	Tp5
	Tp6
- 
	TP7
Assignment 3
Skills Related Task
Due 2/6/24
 
	June 
	
		
	
	
	
	
	
	
	
	Week 12
(5/6)
	Week 13
(12/6)
	 
	Week 14
(19/6)
	
	
	
	
	
	
	Unit 25
Language Review
	Unit 26b
Varieties Of English
	Unit 28
Learner training
	Unit 26(a)
Literacy
	Unit 27
Testing and Exams
	Unit 30
Beyond the course
	TP8
	Assignment 4
Lessons from the Classroom. Due 15/6/2024
Final day meeting if no one has missed TP
	
First half
	Upper-Int B2
9:00-11:15+feedback
	B1 Intermediate
19:00-21:15 +feedback
	A1 Elementary
19:00-21:15 +feedback
	
	
	
	
	
	
	
	
	
Second half 
Zoom links for teaching practice:
Julice´s link:
https://us02web.zoom.us/j/89623777017?pwd=K0NFMjhjemNpenpta3lweG5EMGhZQT09
Bjarne´’ link for live meetings: https://us02web.zoom.us/j/89870233489 
Passcode: 009747
Dominic’s link:
https://us02web.zoom.us/j/86441447043?pwd=NUdjRmdiMmxvcTI1UE1hdXNnUitiUT09
Passcode: 438854
Arizio´s Zoom Link:
https://us06web.zoom.us/j/83984588611
NB: YOU WILL ALSO BE REQUIRED TO OBSERVE EXPERIENCED TEACHERS, WATCH DVDS OF EXPERIENCED TEACHERS, AND WORK ON YOUR LESSON PLANS AND WRITTEN ASSIGNMENTS OUTSIDE OF THESE HOURS.
Link to videos: Here you have videos of experienced teachers
https://drive.google.com/drive/folders/196XyxOLU9hwbAzGNAMYkPtAOQxpcXTwj?usp=sharing
Please note:
You will be given material and teaching points from your tutors for your first 7 observed lessons. For your final observed lesson you will be responsible for finding the material based on the websites and resources you have been introduced to during the course.
WHAT IS T.P.?
What T.P. is and how it works
1.	Find out your TP points (Meaning, what you have to teach in the next lesson).
	Liaise with other trainees and make sure you all know what you are doing. Important: It is up to you to assure yourself a balance of lesson types. Get any advice, help, references you need from your trainer.
2	Prepare your lesson.
	Write your lesson plan. **
	Prepare materials for students (making sure you have written the source of any published materials you use, in line with copyright law).				 
3	Before the start of the lesson, send your Lesson plan and any handouts or materials to your tp-tutor for teaching practice. Your first lesson plan should be named “tp1 name 02” and the email should be intitled “tp1 name 05”. The 2nd lesson plan would be: “tp2 name 02”. 
4	Teach!
5	Complete your self-evaluation in as much detail as you can. 
	What aspects of the lesson are you satisfied with?
	What do you feel didn’t go well—and why?
	How might you prepare/teach the lesson differently in the future?
 Be specific! If not, your tutor will return it to you.
	Pass this to your tutor ASAP after your lesson.
6	After the Feedback session you will receive your Lesson Plan back from your tutor. 
LESSON PLANNING:
A TRAINEE'S GUIDE
THE FRONT PAGE
MAIN AIM
Your main aim is the most important part of your lesson plan. This is what you want the students to be able to do, or do better, at the end of the lesson that they couldn't do at the beginning. Think of your lesson in terms of you, the teacher, taking your students on a journey. Your main aim is your destination. Once you've decided where you want your students to go, the journey is much easier to plan. You should only have one main aim (or possibly two in a long lesson).
Express your main aims in terms of STUDENT OUTCOMES (what the students will do in the lesson), not teacher actions.
Examples of main aims are:
· By the end of this class students will be better able to understand and use the structure ‘used to + infinitive’ in the context of childhood memories.
· By the end of this class students will be better able to understand and use the following lexical items related to sports (then list the lexical items you intend them to learn) in the context of coffee break small talk.
· By the end of this class students will be better able to understand and use the following expressions for making personal arrangements (then list the expressions you intend them to learn) in the context of making plans for the weekend.
· By the end of this class students will be better able to understand and use the following functional exponents for giving advice (then list the functional exponents you intend them to learn) in the context of helping a friend at a difficult time.
· To check and extend students’ understanding of narrative tenses for telling a story, and to enable students to practise these in the context of a disastrous holidays.
· To enable students to prepare and then give a talk on the best places to visit in their country.
· To develop students’ skills of reading for gist and specific information in the context of a newspaper article on relationships.
· To develop students’ skills of listening for gist and specific information in the context of an interview with a famous person
· To enable students to write a letter to a friend using linking structures for addition and contrast (e.g.: What’s more, although, despite, however, whereas)
If the main aim of your lesson is new language, then write down exactly what language you are planning to teach. For example, if you’re planning to teach a structure or tense, write down an example of the structure / tense from the lesson (and the question and negative forms if you are teaching them). If you’re planning to teach new lexical items or functional exponents, then list all the items you intend to teach. 
SUBSIDIARY AIMS
As well as your main aim, you might also have some subsidiary aims. These are aims that are not the main focus of the lesson, but are aims that you hope will be achieved along the way on the journey to your main aim.
Examples of subsidiary aims are:
 
· To develop students’ skills of reading / listening for gist / specific information (if, for example, your main aim is a new language point and you are presenting it through a text).
· To introduce vocabulary items related to travel (for example you’re pre-teaching them for a reading text)
· To practise fluency speaking (for example, how to hesitate, or how to ask for clarification)
· To improve students' writing skills (if, for example, the practice of target language involves writing a paragraph or text)
PERSONAL AIMS
These are aims that relate to you as a teacher, rather than the lesson itself, and will help you focus on your own personal development. 
They could include such things as:
· To make sure Iinclude all the students
· To stop talking so much (lower Teacher Talking Time)
· To give clearer instructions
· To check instructions for some of the activities
· To monitor more effectively by taking notes
· To deal with late comers
· To maintain a good pace
· To correct more during drilling
AIDS AND MATERIALS
These are the things you need to create and/or bring to the lesson; e.g.: powerpoint slides. Listing them on the front of your plan will help you make sure you've got everything ready, and will be useful when you look back at the lesson after the course. Include the source of any published / adapted material.
ANTICIPATED PROBLEMS AND SOLUTIONS
This is the section that you probably need to spend the most time thinking about. You need to consider what mishaps might befall you on your journey, and how you will deal with these if they occur. If you haven't got a bag full of solutions with you, you might not reach your destination!
LANGUAGE
Anticipated problems when focussing on language can be problems of meaning, form, pronunciation and possibly appropriacy (although remember that not every language item necessarily causes all these problems for your students). This section needs to be done in detail. For example, 'They'll have problems with form' isn't enough! You need to say what problems they'll have with form - is it the question form, infinitive with or without 'to', word order, spelling, third person ‘s’ etc.
Once you have anticipated the problems your students will have, you're half way there - now you only need to think of the solutions! These need to relate directly to your anticipated problems, and are the key to successfully arriving at your destination with your students still on the same bus as you! If you have anticipated their problems accurately and devised solutions to these problems, then you and your students will arrive at your planned destination. Again, your solutions need to be considered in some detail, and written on your plan.
SKILLS
Anticipating problems during skills work obviously depends on the skill you are working on. For receptive skills (listening and reading) you need to consider vocabulary problems, the content of the text, the degree of difficulty, your students' different abilities, the length of the text, any cultural problems the text or topic might produce etc. For productive skills (speaking and writing) you will need to consider whether the students have the appropriate language to do the task, whether they'll be interested in the topic, problems with grouping your students, whether the students will have enough ideas to contribute etc.
Again, once you have thought of your problems, work out your solutions.
THE LESSON PLAN
Now you've decided where you and your students going on your journey, all the problems that might lie ahead and all the solutions you're going to put in your mental rucksack to deal with them, the next thing to think about is how to get there. Therefore think of your lesson plan as your route map; it tells you how you are going to reach your destination.
STAGES
Each lesson needs to be broken down into stages. You can have as many stages as you like, depending on the lesson. Examples: i) Lead-in ii) Pre-teach vocabulary iii) Gist reading etc
STAGE AIMS
Each stage must have an aim; a reason why you're doing this in the class. What's more, this aim must in some way help the students achieve the main aim on the front of the plan; it must help them move forward on their journey to their final destination. If it doesn't, you might need to reconsider - perhaps you're getting side tracked. 
Example: Lead-in: to generate interest in the topic and prepare ss for the text.
*For lesson frameworks (stage names and stage aims) refer to the section in this bendy file
PROCEDURE
For each stage aim, you need to decide how you are going to achieve this aim; this is your procedure. Your procedure says exactly what you are going to do in the class to achieve that particular stage aim. You don't need to write every single word you are going to say, although you might like to script your instructions, particularly at low levels.
Things you need to consider putting in your procedure are:
· model sentences (sentences you are planning to use to highlight meaning / form / pronunciation)
· concept questions (questions to check if students have the correct meaning of new language)
· your board work/slides - what’s it going to look like?
· generating interest questions / follow up questions to exploit stages
· instructions (particularly at low levels)
· vocabulary you are planning to pre-teach for skills work
· how you are going to highlight potential problems (e.g.: which words you’re going to drill, how you’re going to highlight form on the board)
TIME AND FOCUS
· You also need to estimate the time you think each stage of your journey will take. Try to be realistic here - very few stages take two minutes! This will help you to time your lesson as a whole, and help you reach your destination before the man with the big hook comes to haul you off the stage!
· Finally, think about the interaction of the class for each stage. 
This will help you think about what the students are doing in the class, achieve a variety of focus and ensure there is sufficient student talking time in the lesson.
You can use symbols like these if you want:
 WC (teacher talking to whole class) 
 WCFB (Whole class feedback) 
 S (students working on their own)
 PW (students working in pairs)
 GW (students working in groups)
 
And that's it!
However, don't head for the pub straight away, because having written your plan, you need to check it.
CHECKING YOUR PLAN
When you've finished your plan, check the following:
1) Is there a variety of interaction patterns in the lesson? If there are too many OC stages, the lesson is probably going to be too teacher-centred.
2) Is your plan logical and does each stage follow on from the previous one? 
3) Look at your plan backwards. Do the students have the necessary language or information to be able to do your final activity? For example, if the students are asking each other questions at the end, have they been taught the question and the answers?
A FEW FINAL WORDS OF ADVICE...
We know how daunting all of this looks, particularly this early in the course. However, this is intended to help you think more clearly about what you are doing in the classroom (the stage), why you are doing it (the aim), and how you’re going to do it (the procedure). Once you start doing this more effectively, your lessons are much more likely to be successful, and your students will arrive at the destination beaming with smiles and showering you with gratitude (maybe!).
Finally, a few tips while you're planning:
· For your first couple of plans, if you can't think what to write in one of the boxes, just have a go. Your tutor will write suggestions to help you next time. 
· Try to time your lesson realistically. Watch your colleagues and see how long each stage lasts.
· Plan first, and make your materials second. 
· DON'T MAKE TWO PLANS! This is a working document, not an essay to hand into us to be corrected. Try to write the plan so that you can refer to it in the lesson (and do refer to it in the lesson; it's not cheating!).
· Use the layout/pro forma we’ve given you rather than a home-made version.
HAVE FUN!
This is a sample. Do not use this version during teaching practice.
	Name: 
	Date:
	Level:
	TP: 
	# Ss:
	Communicative aim (What is the conversation the students will have at the end of the lesson): 
	Main aim (skills or systems):
Sub aim (skills or systems): 
	Target language (examples of sentences and/or vocabulary): 
	Materials and aids to be used (mention book and page numbers where relevant):
	Anticipated technical and teaching difficulties and possible solutions (eg. low number of students, mixed level, audio doesn’t work etc…):
	Personalaims:
1. 
	Strategies to achieve personal aims: 
1. 
	Target Language analysis
	Languages analysis (MPF)
Remember to include a model sentence of all your target language
	Anticipated Problems 
	Possible solutions (include CCQs and timelines when appropriate)
	
	M:
	M:
	
	P:
	P:
	
	F:
	F:
	
	M:
	M:
	
	P:
	P:
	
	F:
	F:
	
	M:
	M:
	
	P:
	P:
	
	F:
	F:
	
	M:
	M:
	
	P:
	P:
	
	F:
	F:
	
	M:
	M:
	
	P:
	P:
	
	F:
	F:
	Time
	Student activity (include procedures and interaction patterns)
	Stage name + aim
	My role
Remember to point out which stages/ tasks are flexible to help your time management
	Tutor’s comments: 
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
Lesson materials
(include here the materials / board plan for your lesson. Remember to source them) 
	To be completed by the tutor:
	3 things that went well:
	3 Suggestions for next lesson:
	1.
	1.
	2.
	2.
	3.
	3.
	Overall comment:
	This lesson was  below standard / to standard for this stage of the course
Summary of Lesson Frameworks
GRAMMAR AND VOCABULARY
	Situational presentation of Language
	Text based presentation of language
	Test Teach Test (TTT)
	Stage
	Aim
	Stage
	Aim
	Stage
	Aim
	Lead-in (e.g. Ss discuss questions relating to the theme of the lesson)
	to generate interest in the theme/context of target language
	Lead-in (e.g. Ss discuss questions relating to the theme of the lesson)
	to generate interest in the theme/context of target language
	Lead-in (e.g. Ss discuss questions relating to the theme of the lesson)
	to generate interest in the theme/context of target language
	Present target language (e.g. through a story, anecdote, pictures, etc)
	to present the target language in a context
	Pre-teach vocabulary (if necessary)
	to enable Ss to do skills task set
	Test (e.g. Ss do a gap-fill, definition matching, categorising, etc.)
	to ascertain what language the Ss know and don’t know
	Language clarification
	to clarify the meaning, form and pronunciation of target language
	Gist task
	to orientate Ss to the overall meaning of the text
	Teach 
	to clarify meaning, form and pronunciation of target language, focusing more on problem areas which arise from the first test
	
	
	Language Clarification
	to clarify the meaning, form and pronunciation of target language
	
	
	Controlled practice (e.g. Ss rank vocabulary, fill gaps, transform sentences, select the correct tense, etc.)
	to provide the Ss with controlled practice of the target language in order to encourage accuracy
	Controlled practice (e.g. Ss rank vocabulary, fill gaps, transform sentences, select the correct tense, etc.)
	to provide the Ss with controlled practice of the target language in order to encourage accuracy
	Test (e.g. Ss do a gap-fill, definition matching, categorising, N.B. something different from the first test)
	to provide the Ss with controlled practice of the target language in order to encourage accuracy
	Freer practice (e.g. discussion on theme whilst encouraging Ss to use the target language, role play, etc)
	to provide the Ss with freer practice of the target language in a more authentic context and promote fluency
	Freer practice (e.g. discussion on theme whilst encouraging Ss to use the target language, role play, etc)
	to provide the Ss with freer practice of the target language in a more authentic context and promote fluency
	Freer practice (e.g. discussion on theme whilst encouraging Ss to use the target language, role play, etc)
	to provide the Ss with freer practice of the target language in a more authentic context and promote fluency
SKILLS LESSONS
	Receptive skills
	Productive Skills
	Procedure for a Listening / Reading
	Writing
	Speaking
	Stage
	Aim
	Stage
	Aim
	Stage
	Aim
	1) Lead-in
	To get the Ss interested in the topic and prepare them for the text
	Lead in
	To generate interest in the topic
	Lead in
	To generate interest in the topic
	2) Pre-teach key vocabulary
	To enable Ss to have sufficient vocabulary to do the tasks you set and to prevent Ss blocking on key vocabulary central to the topic
	Pre-teach vocabulary (max 3 depending on task)
	To enable ss to complete the gist task
	Stimulus
	To establish a context for speaking
To establish characters (if necessary)
To prompt language (if necessary)
	3) Gist Task 
 -set initial task
 -students do initial task
 -check answers in pairs
 -open class feedback
	To practise reading/listening for overall understanding 
	Reading for gist
	To enable ss to get a general understanding of the text
	Thinking time
	To give Ss time to prepare for speaking in terms of content
	4) Specific task
 -set specific task
 -students do specific task
 -check answers in pairs
 -open class feedback
	To practise reading/listening for specific information
	Genre analysis: content and language
	To develop ss writing skills by drawing their attention to features of the genre
	Instructions
	To explain to Ss the aim of the activity (why?) and the process (how?)
	5) Follow up activity
	To exploit the topic of the text for a productive skill (i.e. speaking or writing) 
	Motivate students to write
	Orient ss to the type of text, context, target reader
To gather ideas / information
	Speaking activity
	To provide Ss with speaking fluency practice
	
	Writing task
	To enable ss to practise writing skills
	Feedback (i) content (ii) language
	to exploit interest in the discussion/activity 
to build Ss’ confidence in their ability to produce good language and upgrade aspects of Ss’ incorrect language
 PAGE 11
CELTA Professional awareness
A professional trainee teacher…
· …arrives punctually for input and TP sessions and attends 100% of the course.
· …calls in to inform tutors of lateness or illness.
· …wears comfortable but smart/casual clothes to teach in that are appropriate to all cultures.
· …is willing to experiment in the classroom and learn from mistakes. 
· …strives to become an independent teacher and doesn’t rely too heavily on help from tutors.
· …understands the tutors’ role is to guide and support trainees but not to plan lessons for them (i.e. comes to ALP with ideas).
· …is able to take on board tutors’ and colleagues’ suggestions and put them into practice.
· …is able to assess his/her strengths and weaknesses objectively.
· …liaises carefully and regularly with his/her TP group.
· …takes notes and remains quiet when observing colleagues and experienced teachers (unless discussing an observation task).
· …does not use TP as a time for writing out future lesson plans.
· …offers constructive criticism to colleagues during feedback sessions and supports all TP group members through the course. Trainees who work well in a team cope better with the course than those who do not find time to liaise properly with colleagues.
· …understands that TP feedback is for assessing that day’s TP and not for discussing future lessons.
· …manages time effectively and plans ahead as much as possible.
 
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