Listening, like reading, is a passive skill but this does not make it any less important than the active skills of speaking or writing. After all, we cannot have a conversation if we can’t follow what the other person is saying. Think about the following questions related to teaching listening skills and then read on for the answers:
On our CELTA courses in Munich, we use two coursebooks with the students (currently Speakout and English Unlimited) but as the course progresses and trainees become more confident in the classroom, we encourage them to move away from the coursebook a little. Why?
On a CELTA course, you are expected to show you can reflect on your lessons; what went well as well as what you would do differently if you were to teach that lesson again. In fact one of the criteria Cambridge expects you to achieve is just that. As a CELTA tutor, I think there tend to be 4 types of self-evaluations – I wonder which one you would write?? Continue reading “Reflecting on your own teaching”
We’ve just started a new CELTA course in Munich so instruction-giving is very much on my mind! This is something trainees should try to get sorted out asap but do sometimes struggle with, especially when teaching lower levels. So here are my “golden rules”.
The American athlete, Hank Stram’s philosophy of “Simplicity plus variety” is certainly one that could be applied to introducing new lexical items to students. Some traditional ways of presenting lexis are still very useful, after all, do we really need to reinvent the wheel? Here we have a selection of new as well as old methods for introducing new lexis .. Continue reading “13 Ways to Present Lexis”
In order to teach a specific item of language, for example a tense or a lexical set, it is essential that you, as the teacher, “know” this item thoroughly which is why on a CELTA course you are asked to include a language analysis on the lesson plan. What does this include and what do you need to consider? Here, in this third post in the series on lesson planning, we have the answers to these and other questions all about language analysis. Continue reading “A Guide to Lesson Planning: Language Analysis”
In the second post in the series we look at the procedure which describes what you and the students will actually do in the lesson.
There are several different types of aims you should have on a lesson plan, typically the main aims of the lesson, the subsidiary aims of the lesson, your personal teaching development aims as well as an aim for each stage of the lesson. Confused as to what goes where? Read on for a succinct breakdown in the first of a series of blog posts on writing lesson plans. Continue reading “A Guide to Lesson Planning: Aims”