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?Continue reading “How to Achieve a Pass A on your CELTA Course”
Looking for a nice final lesson before Christmas?
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.Continue reading “A Guide to Lesson Planning: Basic Stages”
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?
Planning a pre-Christmas lesson but stuck for ideas? Worry not, I have the perfect lesson for you….
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”