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6 new ways to play a Quizlet Live game - Ditch That Textbook. Vocabulary is important for every subject and even more so in the age of high stakes testing. Early on in my teaching career, I moved rather quickly towards using Quizlet to create and manage the vocabulary that my students would need to learn. Quizlet is by no means limited to just vocabulary though; as study questions, diagrams, pronunciation, and pictures make it a powerful tool. Quizlet allows you to turn any picture into a study set, which significantly broadens what you can do with it. Quizlet has several other diagram examples for every subject here. I remember the first time that I played Quizlet Live and it was glorious. As I surveyed the room, all I could do was stand back and smile, knowing that this was a game changer.

“Quizlet Live is a free in-class game where students work in teams to learn study sets on Quizlet. Though the students always enjoyed the original gameplay, I began to experiment with different ways of playing. Eleven Cacophony Silent Relay Tag Team Playoffs. Business Top Trumps. Weak forms. This site uses cookies to help make it more useful to you. Find out more about cookies. Skip to content Weak forms are syllable sounds that become unstressed in connected speech and are often then pronounced as a schwa. ExampleIn the sentence below the first 'do' is a weak form and the second is stressed. What do you want to do this evening? In the classroomStructural words, such as prepositions, conjunctions, auxiliaries and articles are often pronounced in their weak form, since they do not carry the main content, and are therefore not normally stressed.

Further links: Need a little more help with your professional development? © British Council, 10 Spring Gardens, London SW1A 2BN, UK © BBC World Service, Bush House, Strand, London WC2B 4PH, UK ShareThis Copy and Paste. DIFFERENCE BETWEEN IDIOMS AND PHRASAL VERBS - Knudge.me. Before we get to the difference, let us first discuss what a verb is. A Verb is a word used to describe an action, state, or occurrence, and forms the main part of the predicate of a sentence. Example Verbs- hear, happen, plummet, sit, stand etc. Whereas a Phrasal Verb is a phrase which consists of a verb in combination with either an adverb or preposition or both preceding or succeeding it. The meaning of the phrasal verb is different than that of its constituent parts. phrasal verb = verb + adverb/preposition Example Phrasal Verbs- hold on, zoom in, sit up, look out, answer back etc.

Idioms are groups of words in a specific order that form an expression whose meaning is different from that of the usual meanings of its constituent parts/words. Example Idioms- spilling the beans, it takes two to tango, hit the sack, cry over spilt milk, one’s cup of tea etc. Online Text To Phonetics. ENGLISH ESL, EFL worksheets made by teachers for teachers (x83841) Online Text To Phonetics. Search Results for “phrasal verbs” – Page 2. TEFL A-Z - Eslbase.com. Search Results for “phrasal verbs” – Page 2.

Teaching English Pronunciation Skills. ToPhonetics. The Present Perfect Progressive Tense (#1), by Dennis Oliver - Free English Grammar Lessons. The present perfect progressive tense combines the form of the present perfect (has or have + the past participle)with the form of all progressive tenses (BE + an -ing verb). This is how these forms are combined: As in the present perfect, the subject + have / has isfrequently contracted: Negatives are also formed as in the present perfect--with not.

The negative forms may also be contracted: Finally, questions are also formed as in the present perfect: I've been feeling tired. You've been working hard. He's been watching TV. ??? ??? She's been ??? She's been working ???. He's been reading ???. He's been reading a ??? ??? ??? 15 ways of eliciting vocabulary. Most of the ideas below can be combined (and in fact need to be!). 1. OppositesThis works for certain adjectives, verbs, nouns, adverbs, determiners etc, e.g. “What’s the opposite of dark/ stop/ an idiot/ suddenly/ few?” 2. Ranks, sequences and sliding scales We can extend the idea of giving opposites to include things that could be written with two opposites as steps on a scale, e.g.

(words you are trying to elicit in brackets) “What comes next? Cold, hot, (boiling)/ Dislike, like, (love)” This can be extended to anything else that could be seen to have some kind of sequence such as “pupil, undergraduate, (graduate)”, “tap, hit, (bash)” or “today, yesterday, (the day before yesterday)”. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Most of the ideas below can be combined (and in fact need to be!). 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. EAP Tutor at Study Group. Salary: £28.33 hourly teaching rate Contract Type: Variable Hours (14 hours per week) At Study Group, our students travel from 142 different countries to study on our Higher Education preparatory courses. The students are miles from their family and will be faced with a new culture, lifestyle, and learning environment. We strive to create a better world through education and value passionate Tutors that share the same passion. This is an exciting job opportunity for you to join the EAP team at our Durham University International Study Centre on a full-time permanent contract. Working at Study Group is a unique experience that offers variety, opportunity, and a fast pace. In this job, you’ll deliver our EAP module provision, teaching groups across both our International Foundation Year (Level 3) and the Pre-Masters (Level 6) programmes.

Study Group is the leading provider of international education, driving success for our students and partners. Customer advert reference: LdToaK40fK. 15 & 16 Focus on the learner new. Insular | Definition of Insular by Merriam-Webster. (Liu Jingxia)How to have a good lead in 2. CELTA lesson plans – back to front planning – The Cambridge CELTA Blog. Your tutor has just given you the materials you will be using for your next assessed lesson along with some notes. Usually, it will be a section of a coursebook unit along with some suggestions. How do you start preparing? How can you be sure that you won’t be wasting countless hours over a plan which will work AND get good comments? How do most CELTA trainees approach this task? A less effective approach to planning lessons: The least effective approach would be to look at the coursebook first and then start thinking how to plan a lesson around it.

With experience and training, this is what you will probably be doing in your daily classroom practice. So, what do you include in your lesson? A 5-stage approach to planning a lesson: In this post, I want to try to show you a simpler 5-step guide as to what you can do to make the most of the otherwise painstaking process of lesson planning. Counterintuitive as it may seem, don’t worry about the coursebook yet. 2. 3. 4. 2. 3. 4. Conclusion: Free Useful Teaching Resources. Here you will find a collection of links to some free useful resources; they're listed in alphabetical order. The links open on a new tab or window. If you find this page useful, PLEASE tell other people about it - you can tweet, send it to Facebook, etc at the end of the page. Most of these resources have been used by me at one time or another, and the links will be constantly updated, so be sure to keep coming back! Feedback, as usual, will be much appreciated. Apps Any.Do Task ManagerCamera ScanDictionary.comDropboxMacmillan Sounds AppMusixmatch (The best audio player I've tried.

Audio Editing and Podcasting AudacityAudioBooPodomaticSound Cloud (record and share)VocarooVoki Blog List (What other teachers are writing...) Delicious DiigoEvernoteLivebindersPearl TreesPocket (formerly Read it Later)Scoop.itStich.ItSymbaloo Browsers Google ChromeMozilla Firefox Business English Copyrights Bit StripsAnimated Cartoons (Dvolver)ToonDoo Creating Games & Other Activities Ideas & Materials for Teachers. Concept Checking Questions (CCQs) – The Ultimate Guide to CELTA. When presenting new language we have to be able to check that the students have understood the meaning, one way of doing this is to ask CCQs. Unfortunately our trainees often struggle with CCQs so I am going to attempt to simplify them here for you. Language item: I went to New Zealand last year. Our focus is past simple to talk about something that happened in the past and is now finished so we need to ask questions that confirm the students understand this usage of the past simple.

First, let’s consider the facts about this sentence: I am not in New Zealand now.I was not in New Zealand last month.I was in New Zealand last year.We are not sure when last year. Now that we have established the facts, we can turn the 4 facts into CCQs: Am I in New Zealand now? Language item: That must be her brother, he has the same eyes as her. Our target language is “must be” for assumption. Now that we have established the facts, we can turn these into CCQs: Am I 100% sure it is her brother? CCQs: CCQs. Unit 4c Teaching vocabulary 2 Concept checking. Celta trainChecking Understanding – Part 1, Instruction Checking Questions (ICQs)get on board... In our everyday life outside the classroom, when we want to check if we have been understood, the most straightforward thing to do is simply ask ’Do you understand?’ , or ‘Do you know what I mean?’. For the most part, people will tell us that they did or they didn’t.

If they say they did, we are generally satisfied and move on to the next part of the conversation, and if they say they didn’t, we would usually try to re-explain and then ask again if they are clear. However, in the ESL classroom, and on CELTAs, you will most likely be discouraged from asking these questions. Why is ‘Do you understand?’ 1. Imagine you are a student and the teacher has just asked the class if they understand. 2. Sometimes, especially if students have learnt a particular structure before, or think the activity you are instructing is one they have done before, they may feel that they do understand it.

Understanding of what? There are two basic areas in which we may want to check students’ understanding. Reading lesson plans: Bamboo. By Jackie McAvoy Students complete a series of activities based on a text about bamboo. Bamboo – Elementary Skills: Reading skills including recognising the main point in paragraphs, reading for gist, detail and comprehension. Includes a short dialogue role play. Bamboo– Upper-intermediate Skills: Reading skills including recognising the main point in paragraphs, reading for gist, detail and comprehension. Reading lessons: bamboo: reading passage - elementaryReading skills including recognising the main point in paragraphs, reading for gist, detail and comprehension. Pre-Teaching Vocabulary -          Vocab Strategies.

Definition of Strategy Pre-teaching vocabulary is a strategy in which teachers introduce students to new vocabulary words before reading a text selection that contains the new vocabulary words. According to Literacy in Context, "When teachers pre-teach vocabulary, they introduce unfamiliar terms to students before they begin to read the text, and students have a heightened awareness of the vocabulary that they will encounter while reading. " (Miller and Veatch, 2011, p.19) Adolescent Literacy states that "[pre-teaching vocabulary] facilitates the reading of new text by giving students the meanings of the words before they encounter them.

" (2007, p. 16) This strategy is particularly helpful in situations where students will encounter words that they have no familiarity with and would have trouble deciphering the word meaning from context or word analysis. Supporting Research Internet Resources Video The teacher in this video demonstrates how to use the pre-teaching vocabulary strategy. 10 Activities - Using Pictures in Class. A picture speaks a thousand words! And you can get your students speaking just as many by using pictures in class. Check out these fun and engaging communicative activities below. I find these work at all ages and the best thing is that each task can be adapted to the level you are teaching and designed with a particular language focus in mind so whether you’re teaching the Past Simple at A1 or the use of cleft sentences at C1, you can pull from your bank of pictures and adjust your instructions as you see fit!! 1. Dialogue Bubbles Choose a picture with two or more people and in pairs, students design a catchy advertisement or witty dialogue OR use it to focus on a particular grammar structure such as ‘going to’ (see below).

You could even choose a picture with two or more objects and ask your students to use their imaginations to add dialogue bubbles to the objects. 2. Storyboards are great to focus on particular grammar structures as you can assign the focus. 3. 4. 5. 6. 7. 8. 9. 10. 5 Lead-in Ideas to Jump Start Your Lesson — TEFL Horizons. Write it on the board and have students talk about it for a few minutes in pairs. They can discuss what they think it means, possible interpretations, and whether they agree or disagree. There shouldn’t be a right or wrong answer- the point is just to get the students talking. Similarly, you can write an opinion question on the board like, “Do you need a lot of money to travel?” And let students debate about the answer. Write three sentences about yourself on the board—but make sure only two of them are true and one is false. For example: are you teaching a lesson on the present perfect? 1. 2. 3. Once the students have had a chance to make their guesses in pairs, ask the class to vote on which statement is the lie and then confirm whether or not they’re correct.

Analysing Language. Checking understanding generally follows the isolation of new language which has been presented in context, analysed and fully explained. It is this analysis and explanation stage which is the focus here. A framework for analysis Form and phonology Function and meaning Register and appropriacy Post analysis A framework for analysis The teacher may present language inductively through a text, a situation, through a task, or simply asks learners to 'notice' lexis.

Alternatively a deductive approach may be used whereby the learners are given the rules and asked to apply them in using the language. In either case the learners need to fully understand the language before they begin to practise it in guided activities, or produce it together with other 'known' language. Teachers also need a framework within which to analyse language for planning purposes. Form - the arrangement of the language, any rules which govern it, and any special difficulties which it presents.

Part(s) of speech. Functions. Register and degrees of formality. TeachingEnglish | British Council | BBC. TeachingEnglish | British Council | BBC.