Lesson planning is such a major part of teaching, if you have a thorough lesson plan, you should be able to sit back and enjoy the lesson, while the learners do all the work! Read on for some tips on how to perfect your plans!
I’m sorry to say that EFL teaching is not going to make you a millionaire! Having said that, most of us do not do it (just) for the money but get huge satisfaction from helping our learners. It seems obvious, therefore, that these learners should be at the forefront of our minds when planning and delivering lessons. Indeed, on the CELTA course, one of the criteria for a Pass A is that the candidate has a very good awareness of their learners but what exactly do we need to know about them and why?
On LinkedIn last week I spotted a series of webinars by Delta Publishing called “Speaking Globally”. The webinars included speakers such as David Crystal, Nicky Hockly and Scott Thornbury so I decided to sign up for what I could fit into my teaching schedule and Tuesday early evening found me sitting comfortably on my sofa with my laptop.
I have seen Scott Thornbury speak several times on the topic of Dogme teaching but if it’s new to you, here are the basic principles:
Continue reading “Teaching unplugged revisited: A Scott Thornbury webinar”Looking back on some recent CELTA courses and thinking about trainees who have done well and those that have struggled, there is one thing that is particularly noticeable – being able to put feedback into practice quickly is key to doing well on the course. Let’s look at a couple of examples …
Whether you are teaching solely online or managing to combine your online lessons with some socially distanced, face to face teaching as I am, technology is where it’s at. My top five ELT tools change regularly depending on what I’ve read/ heard about recently but in no particular order here are my top 5 at the time of writing …
Many of you will have seen that Cambridge is offering the CELTA course fully online during these strange times, something which has never been possible before. So what are the advantages and disadvantages or is this a purely win-win situation?
I often read or hear from trainees that their aim is to achieve a Pass A when doing CELTA. So what exactly is the best way to go about this?
On our most recent CELTA course in Munich, some of the trainees seemed to have a problem with the stages a lesson should include so I’ve tried to break down the basic stages for different lesson types.
On our CELTA courses in Munich, the trainee teachers teach two dfferent levels of students, namely A2 & B2 (CEFR levels). As we have recently changed the course books I thought it was time to sit down and really get to grips with the new books, after all that’s what we CELTA tutors expect our trainees to do! Following the criteria we use in our input session “Evaluating coursebooks” on our CELTA course, here’s what I discovered when I looked at Cambridge English’s Empower B2 Upper Intermediate book. Continue reading “Cambridge English Empower: An innovative new coursebook?”
As we are in the process of interviewing for our summer CELTA courses in Munich, I have interviews on my mind so here are some tips on how to score points during the interview process in addition to our previous post on the CELTA interview itself.
The Ultimate Guide to CELTA 