CELTA TRAINEE BOOK
CELTA Course Trainee Book. Darya Naumenko. Introduction 4 C la n g u a g e a w a re n e s s 27 Introduction to language T h e le a rn e rs a n d th e ir c o n te x. The CELTA Course Trainee Book Student Ed Edition. Learning Teaching: The Essential Guide to English Language Teaching [With. The preparation course for the Cambridge ESOL teacher training exam, the Certificate in English Language Teaching to Adults (CELTA), the most popular. Documents Similar To The CELTA Course Trainee Book. The CELTA Course Trainer's Manual. Stephen Andrews-Teacher Language Awareness (Cambridge Language Teaching Library) ().
|Language:||English, Spanish, Hindi|
|Genre:||Science & Research|
|ePub File Size:||26.35 MB|
|PDF File Size:||10.45 MB|
|Distribution:||Free* [*Regsitration Required]|
The CELTA Course | The preparation course for the Cambridge ESOL teacher The Trainee Book includes a range of material to be used in input sessions. The CELTA Course Trainee Book by Scott Thornbury, , available at Book Depository with free delivery worldwide. Chia Suan Chong looks at the type of books that are most recommended for newly qualified teachers and those embarking on a teacher.
Do their errors fit one of the types above, or are they different? What should the teacher do about the learners' errors? Choose the best answerfor each lesson. Then compare ideas with a partner. Lesson 1 The students are working in different groups. The teacher is walking around the class, monitoring, and hears these utterances from speakers in the different groups. Technology is such important for all of us. In my country, everyone uses computers Yeah, Iam agree with Anja Iprefer to text friends than email them.
Lesson 2 T: And what's your job, Freddie? Iwork in hotel. Myjob is to make the guests. We have a new student today. Vera,can you introduce yourself? Iam coming from Moscow. Iam absolutely happy to join this class. Lesson 4 The students have just listened to a recorded interview. OK- what instrument does he play? He is play saxophone. Compare the ways that different teachers responded to the same error.
Explain their strategies. We go to the beach yesterday. Yesterday - so, grammar? Yesterday, you Not quite, look: Sorry, do you mean you go every day? You went to the beach - that's nice. Who did you go with? Did the teacher use any of the strategies in Dl? Correction strategy Advantages Disadvantages a Teacher prompts using Easyto use. Learners need to be familiar terminology, e. Y esterd a y yo u Payattention to how the trainer corrects the error. Error How was it corrected?
Can you borrow me some money? Do you can juggle? Bring me the menu! Her father is a PROfessor. My brotherfell off his bike but he wasn't badly. Your trainer will give you a set of cards. Each card has an error on it.
Trainee A: Play the role of the learner. Take a card and read out the error. Trainee B: Play the role of the teacher. Correct A's error. Trainee c: Play the role of an observer. Give feedback on the success of the correction strategy. Take turns at playing each role. Work in pairs. Complete the mind map. You may add as many extra 'bubbles' as you wish. Then compare your mind map with another pair's. Write a list of all the things you listened to in the last 24 hours. Then answer the questions.
Were the texts easier to understand? There are often several tasks which would be suitable for each text type. Listening text types Listening tasks. Which is the most. Put the headlines in order.
Decide which words 7 over 40 arrests are stressed. B an Al11crican JTan1 c Listen again and check. She plays the complete recording, checks the answers, and replays sections if necessary. She then plays a short section of the recorded extract, and checks the answers. Design a sequence oftasks for:. I was lucky, I suppose, and now I ile-Iistening tasks, and one have a job that I love. GARY You don't have to go to university, but you probably learn more facts than a university student - at least that's what people say!
London taxi driver has to know 25, streets and aU the important places in the city. And you don't have much i! My students hate listening to recordings. Is there an acceptable alternative, such as reading the transcripts to them aloud?
When I do a listening activity in class, the students get frustrated if they can't understand every word. How can I discourage them from trying to do this? My students say that they like listening to songs, but I'm not sure that this is a good idea.
Should I let them, and, if so, is there an effective way of using songs? Many coursebook listening texts sound a bit stilted and unnatural.
Is there a good reason for this, and is there a viable alternative? My students complain that they can understand recordings in the classroom, but that they have problems understanding real people when they talk to them.
How can: The aim of classroom reading is the appreciation of literary texts. Reading purposes and strategies Identify the reasons for reading and the ways of reading for these different text types.
Reason for reading Way of reading pleasure information close skimming scanning reading for gist for specific information: Proksimume persoI1oj estis en la teatro, guante spektaklon, kiam fajro ekestis. La fajrobrigadanoj sukcesis estingi la fajron, sed pluraj personoj pereis, plejparte surtretitaj de la panikiginta homamaso.
La urbo egipta estis la sidejo de festiyalo pri amatora teatro, kio arigis plurajn aktorojn kaj trupojn el la tuta nordafrika lando.
What clues were you using in order to answer them? What can you taste? How do you feel' c The words in the box are from Brian's article about Vanuatu. Use a dictionaly to check the meaning. Look at the map and you'll see a group of tiny islands in the Pacific Ocean. I remember picnics e Answer the questions. Life there was warm, 5 He remembers four bad things.
What are they? We played sports 6 In England, which two things take Brian back to Paradise? Once I 25 was very ill.
There was a. And' once an earthquake carried my car hardworking? Write a postcard to I don't remember the bad things. I can 2. I can: I can.
The se a a n d th e hear the wind in the trees. How do you feel' c The wards in the box are from Brian's alticle about Vanuatu. Use a clictionalY to check the meaning. Look into my thoughts and you'll see memories of those islands Do you think Brian was happy in varttatll? We played sports 6 In England, which two iliings take Brian back to Paradise? But there were problems, too. There were hunicanes which blew down houses. Write a postcard to 30 But now I'm back in cold, grey Britain: I don't remember the bad things.
I can ,: And when I 35 remember the colour and the sunlight, I'm in Paradise again. Imagine that you are going to use the following text with a group of intermediate learners. It The ruins of almost e v e r y ancient city include a seems that the first team to score won. In Mexico alone well o v e r stone ball courts h a v e The players were not allowed to hit the ball with been found. They could use only their knees, hips and elbows.
The ball could not touch The game called p o k-o -to k by the Aztecs is no the ground. Ballplayers used cotton pads and thick longer played and the rules were never written leather clothing to,protect themselves from the down. What we know about it is based on ball. Evidently, players were often injured, despite drawings and on descriptions by the first European these protective measures.
Ten books for CELTA trainees and new teachers
Apparently, the players were divided into two teams. Each team fought for possession of the The game seems to h a v e had a religious ball. On either side of the rectangular court were significance. It may h a v e been a re-enactment of two long sloping walls. The object of the game was an ancient creation myth. Perhaps the ball to d r iv e the ball through rings that were positioned symbolised the sun as it m o v e d from the east to on these walls.
The ball was solid rubber, probably the west across the sky. If played correctly, the a little larger than a modern basketball, and would game would cause the sun to shine, the rain to h a v e weighed several kilograms.
The rings were come at the right time, and the crops to grow. A reading lesson Put these stages of a reading lesson in a logical order. Why is it a good idea? What is the alternative? T eacher: She used to be a receptionist in a hotel. But she changed her job six months ago. She did a course in acupuncture. Now she works as an acupuncturist.
She's been doing this for six months now. Meaning becomes clearer in context. But some contexts are better than others. Choose the best context a-d to present have to obligation. Hi, Bella. Gee thanks, but I can't. I have Hi Rick. Thanks for your message. I can't meet this to babysit for my sister.
It's the start of term, and so I have to be at the college every day. It's Thanks all the same. Each teacher has to Amy: Never mind. Some other meet with their head of department. It's one of the time, maybe.
Maybe the week after? I don't have to work on Monday: I'm free all day. Xt "'Ol'ttlA:: II-S "'iJ h ie. Hi, Bill.
What do you have to do tomorrow? I have to go to my math class. And then I have to prepare for an exam. What do you have to do? I have to practise the violin. Then I have to go to school. After school I have to do my homework. You've got a busy day! Text-based presentations ead the first part of the extract from a coursebook about Tanya and answer the questions.
What structure is this text presenting? Grammar questions - Which tense is used to describe Tanya's real life? Tanya, aged 7 Does she Jive in a palace' I live in a block of flats with my Mum and What tense is lived? My Mum works in a hospital,.. We have a budgie and a - Complete the following rule. I go to the village school. I walk C to school with myJfietid. J lljO a J. Read one ofthe following authentic texts and decide: Text a: How long do you plan to stick around?
I came to London about a month ago with my I think we will probably stay as long as we can. After this we're heading back home. Inter-railing sounds great. W here did you No m ore travelling expeditions, then? Maybe in the future. I'd love to go to Japan and We went pretty much everywhere. I think my girlfriend is heading to New Zealand next Barcelona was probably my favourite place.
Are you planning on w orking w hile you're here? Sounds great. So w hat's been your best m em ory Yeah, we both have working visas.
My friend has a of London so far? I think I should Probably when we first arrived. I get one soon. We drink a lot - I think that is where remember feeling really excited and couldn't wait my money seems to be disappearing to. I think I'll definitely be back in the future.
That could be it. So you're enjoying w hat London has to offer, then? Yeah, we love it. Everyone is really friendly and there's so much to do. It's been great meeting other backpackers in and around the hostel.
A Suffolk woman travelled from John o'Groats The landscape photographer used each method to Land's End - using 73 different types of for at least rT!
Roz Gordon, 35, headed south on a dog sled, She completed her journey in stages. Ataxia UK. Her mum Sandra, 67, suffers from the condition. LEO Mistakes made are not beyond repair no matter what other people are J u ly 2 4 th - telling you.
You might feel half tempted to walk away from a stressful A u gu st 23rd situation but if you do, nothing will be resolved and you will only have the same issue to return to later. A responsible attitude and perseverance will be the way to work out a solution.
As you take charge others will realise you aren't called the Lion of the zodiac for nothing I Call my Leo advice line to hear why you can be a major motivator for others and how you will get good news by the weekend. You want to use your initiative to sort out a tricky January 2 0 th matter without consulting anyone.
This could lead to a dressing down when a manager disagrees. Granted, others may grumble and groan if you take problems to them. You might even feel a complete idiot at having to rely on their involvement but it's one of those days'when you just can't win no matter what you dOl Call my Capricorn advice line to hear why you need to remember your most important commitment is to yourself.
Ifyou receive an unexpected financial gift or some other kind of money surprise, don't be too quick to spend it! It could turn out there are strings attached or you were not the proper recipient for this after all.
You don't want to have to pay for other people's mistakes but if you act too quickly or take anything for granted, it is entirely possible that is what's going to happen, today Call my Piscean advice line to hear why an unusual achievement or unexpected success will boost your personal prestige and reputation. Askquestions to find three people that you h a v e at least three things in common with.
Youcan only count things that you do not already know. Forexample, Wea r e b o th fe m a le is not validfor this activity. This unit focuses on fluency based speaking activities. More controlled, or restricted, activities are dealt with in Unit 8. E l Different speaking activities Communicative language teaching is based on the premise that people use language in order to communicate.
As we communicate by speaking, listening, reading and writing, then it follows that it is useful to give direct practice in these skills - rather than using these skills only as a means of practising particular language points.
Discussthe questions for the speaking activities on the followingpages. Then complete the table on page Consider how easy the activity is to set up and manage. For example, does it need any materials? Do the learners need time to prepare?
Do the learners have a purpose for doing the activity? Is there an outcome? How much speaking will it generate? How easy is it to predict the language that the learners will need in order to do the activity? For example, what vocabulary and grammar are they likely to need? How versatile is the activity type? For example,'could you adapt it for a higher or lower level?
ActiVity 1 Discussion W ork in g r o u p s. G iv e reason s. Maria Montessori T ech n o lo g y is ju st a to o l. The parent will meet the teacher and the headteacher of the school. You will take one of the following roles. Student A: Parent You are worried that your child is unhappy at school. You think she is being bullied by older children. You have been very busy at work lately and only noticed the problem recently although your daughter says that it has existed for some time.
Student B: Teacher ou have only been working at the school a few months. You know that a parent is coming to see you and the headteacher about their daughter. You are pleased they are coming, because the girl has been disruptive in lessons. Headteacher You are going to have a meeting with the parent of one of the children and her teacher.
You will run the meeting. The girl's current teacher has only recently joined your team. Plan what you are going to say. Prepare six questions that you will ask the other students in the class.
Form new groups, so that each student in the new group comes from one of the original groups. Ask the other students your questions, and make a note of their answers. Return to your original group. Share the results of your survey. Prepare a presentation of your findings. Draw some conclusions from your survey. Some sentences should be true and e should be false. Take turns to read out one sentence each.
Can you guess which of ates' sentences are true or false?
Follow the Authors
If you are not sure, you can ask them questions. Activity 5 Information gap 1 This is your diary for next week. Fill in five of the spaces with arrangements you have made. Work in groups of three.
Use your diaries to find a time when you can all meet. Choose one of the exercises from activity Bl. Decide how you would set it up in class. Write down the instructions you would use. You can't always restrict people to using groupwork? Correction is a way of focusing on a variety of language points, anyway. It took me ages to learn that.
I'd language point practised in a speaking exercise?
I was terrified of silence. Also if learners are talking, doing what you want them to do - don't interrupt them and stop them doing it. One, get some of the finished with some speaking. But the two learners to report back on what they speaking tasks were nearly the same. Is that OK? What can and may correct errors then, but I try to you do? I think it can be a good thing - the learners should see an improvement, which is good.
Sometimes I just switch the groups round a bit so that they are not talking to the same people. Work with a partner from anoth rteaching practice group. LQok at the books that you are using with your respective groups and choose one speaking activity from each.
Answer the follOWing questions. Would you be happy to use it with the appropriate group? How could you make it maXimally productive? For example, how could you ensure that as many learners as possible are speaking as much of the time as possible? Which ones do you agree with? Discuss your ideas in groups. Afterwards they write their own letter of complaint. For example, they discuss the achievements of a famous person. Analysis of activity types Activity type Purpose: What level could there a the learners the task a does the writer it be used for?
Discuss ways to redesign the following writing task, in order to: Put the stages below in the order in which you would do them. Are there any things here that you wouldn't do? Discuss what implications this has for teaching. How would they be Tick. Formal e-mail Informal e-mail o How much do the courses cost? I would like o Are there Business English classes?
Vherecan I stay? Yours faithfully  Where afe the teachers from? The Grange Language School [enquiries grangeedinburgh] Subject: Information about courses I af 1w! I am especially interested in an intensive course of two or three weeks. I am 31 and I work in the library at Miian University. I can read English quite well but I need to improve my listening and speaking. I have looked at your website, but there is no information about intensive courses next summer.
Could you please send me information about dates and prices? I would also like some information about accommodation. My wife is going to visit me for a weekend when I am at the school.
Could she stay with me in the same family? I look f9! Yours faitt1! Write two paragraphs. Marking written work Work in pairs. Discuss the ways the errors in this learner writing have been indicated and answer the questions. Do you think the approach to correction would be the same for all levels?
Complete the key. H k j pY"od'Uc. C tY "e. C tpe. Y " tkCtl't c. CtY"j e. Ctl't ot-t-ic. Your trainer will assign your group one of the following writing tasks. Plan the stages of a lesson that lead up to the activity.
One is the reader and one is the writer. Run back to your partner and dictate as much of the text as you can remember. Continue until your partner has completed writing the text.
Work as qUickly as you can. When you have finished, compare your text with the original. Answer the questions about activity Al. What was the atmosphere like in the room as you were doing it? Half the class are journalists, who interview the other half of the class, who are famous actors. They then write a magazine-style article on the subject. They discuss their answers in small groups before reporting back to the teacher. They then listen to the radio programme and answer questions.
Choose some tasks in the coursebook you are using in teaching practice that include a combination of two skills. Consider the balance ofthe skills in the tasks. Are the skills equally prominent in all cases?
Aliens will be talking to us within the next 20 years, A lie n s. Dr Shostak,pelieves aliens could already be listening to Earth. And he reckons alien life may have landed in clumps of bacteria cells. This is when the teacher teaches a subject - such c o n te n t a n d la n g u a g e in te g r a te d le a r n in g as biology, economics, or geography as in the lesson description below - t h r o u g h English.
At what stage is there a focus on grammar? The learners discuss the answers in pairs. Brazil is nearer the equator than Greece. Greece is nearer the equator than Denmark. Places nearer the equator are hotter. But why?
Our heat comes from the sun. The heal is the same at the equator and at the poles A and B. But near the poles the heat covers a larger area C than at the equator D. So allhe poles each place gets less heat and it is colder. That's why places further from the equator are colder. Only one city is colder than London in January. Lisbon is always hotter than Moscow. Madrid is hotter than Lisbon in April, but is colder in February.
This diagram shows the seasons for the northern hemisphere. In winter 1 Copy the diagram. Explain in writing why it is hotter the Earth leans Are there any disadvantages? Would the same approach work with a class of adults? What adaptations might you need to make?
A- an authentic understand by 'text. They answer questions based on the text. How could you also develop productive 4 Why is it not skills in this lesson?
Did you complete it in a similar way? How could you apply your metaphor to the design of the lesson? Put these stages of a lesson into a logical order.
How long would you expect to spend on each stage in a minute lesson? Intermediate Task: Writing a story to practise past simple and past continuous S ta g e T im e P ro c e d u re a The teacher divides the class into three groups. Each group makes up a story. Learners volunteer stories. Learners decide which rules go with which verb form and pick out examples from the text. The learners tell each other their stories.
C mplete the table with the interaction patterns in the box. A c tiv ity P ro c e d u re In te r a c tio n Speaking Learners talk about their hobbies and interests in groups. Checking Learners compare answers to reading.
However, some teachers like to plan more formally than others and some teaching situations may demand a more formal approach to planning. Written lesson plans can usually be divided into two parts. One part is the 'procedure' - it includes the activities, their rationale, and their interaction patterns see sections B and C. The other part could be termed the 'pre-plan' and gives background to the lesson. P r e -p la n 1 Aims a The learners already know w ill and may overuse this.
If necessary Iwill use a short discrimination exercise contrasting w ill and g o in g to. It's possible that one or more may not attend, leaving an odd number.
Work in groups. Your trainer will g iv e you the pieces of a lesson plan for the following lesson: Use the timings to establish the sequence of stages. Then match the activities and their rationales with each stage.
Choose two or three of the following statements and discuss them. Who are you most like Do you thinkyou will change I plan - I follow the plan I spend coursebook. After all, it was written at least as much time planning as I do and trialled by experts.
I do it because my students deserve a professional approach. Then find a partner who has made similar choices to you, and agree on their order of importance. Lesson aims are important because Read the following six lesson aims. Fiveof them relate to the s,ame lesson. Which is the odd one out? What is unsatisfactory about the other aims? Lesson A I've got a short text about a driving instructor.
So the text is a way of contextualising the language s ' that I can contrast the verb orms. Lesson B I've recorded two of my colleagues talking about their weekend, and I'm going to use this as a model for the learners to do the same thing, in pairs. There are one or two useful expressions in the recording, such as different ways of expressing evaluation: Raymond said: And all the Then we ate seaweed.
It time they The family were island: He has out of fuel on their way put his boat up for sale. W h at happened? Read these questions written by trainee teachers for their trainers. Al1t to b e. In first language learning, 3 precedes That is, we start by using our first language in order to convey our meanings, and only later do we achieve precision at doing this.
But, in second language learning, the focus is traditionally on That is, language is presented and practised in isolated 'bits', and only when these can be produced correctly is the learner allowed to use them to express their personal meanings. There are alternative approaches to lesson design, however, that foreground 7 Learners are encouraged to express their personal meanings, and only later are these fine-tuned for This type of approach is sometimes called a ' 9 first' approach.
Identify where each stage:: I told. I then wrote 'I'ye got. We pro. We then d. Discuss these questions about the lesson in activity B2. T a s k -b a s e d le a rn in g One way of prioritising communication in the classroom is through 'task-based learning' or 'activity-based learning'. Learners are given a task to do or a problem to solve. There is no prior focus on language. Only while they are doing the task, or immediately after its completion, are the learners given any explicit guidance as to the language items that might help them perform the task.
They may then be given an opportunity to incorporate these items into a subsequent, similar, task. The teacher introduces the idea of 'the qualities of a good teacher'.
Learners then work in small groups to produce a draft of a poster entitled 'Tips for teachers'. The teacher tells the learners that they willreport back on what they have included and also give reasons for their choices.
She gLvesthem a few minutes to prepare and then the learners give their reports. The teacher puts a model senttrlce on the board and focuses on the form and meaning of 'should' to convey mild obligation and duty. The learners then complete sentences about other professions. The learners then work in groups to produce a poster entitled 'Tips for language learners'. The teacher later displays the posters on the wall. Plan how to use the following task with an intermediate class. Youare the editors of a student magazine.
Youare planning to include a short article about the lifeof someone that you think willinspire your fellow students. You must decide together who you think would be a suitable subject. Afterwards you willreport your discussion to the group and also the reasons for your final choice. Put the students into groups of five or six.
Their task is to make a recording for another group. They should record around five minutes but this may take up to 25 minutes as they use the pause and rewind buttons to rehearse, practise and correct what they say. When the recordings are made they should be exchanged with another group. The group then transcribes the recording they receive. These could be displayed on an overhead projector or photocopies can be made. The texts can then be analysed. Suggest howyou could focus on the language areas that arise in these situations.
You notice that several learners need help expressing the idea of s h o u l d n 't h a v e d o n e. You decide to make a lesson point of this. You decide to present this language area and practise it. At the beginning of a lesson a learner asks what the difference is between 'taking an exam' and 'passing an exam'. You explain and also decide to expand this vocabulary field. You want to give a little practice and also provide an opportunity for communication.
Read these contributions posted to an ELTdiscussion board. Suggest ideas that could hel p the teachers.
See a Problem?
I get frustrated because I often present language at the start of the lesson and we practise it a lot, but the students hardly ever produce it in a freer situation at the end ofthe lesson. The coursebook I use is OK- but I always feel that the starting point is 'here is the grammar - what can you say with it? I'm quite newly qualified and I like the idea of using tasks in the lessons, particularly near the start of lessons, but I'm worried in case it throws up a language problem I can't explain.
I've always tried to keep my lessons quite learner-centred. But when I teach grammar sometimes it seems inevitable that the lesson will be dominated by me, particularly at the start. Where have the substantial communication phases tended to come in lessons that you have taught?
It's really boring now. I wish the teacher Before the break we did a long reading text would give us more chance to say and then after the break the next teacher did what we want to do in lessons. It was so boring. I can't prepare for lessons because I never know what the teacher is going to do next. I find the class quite difficult and it would be better for me to do some work before the lesson.
Teachers are expected to plan their classes. We have already looked at plans for individual lessons and in this unit we are going to consider longer-term planning. A s c h e m e o f w o r k also ometimes called a t i m e t a b l e is a plan which looks further ahead than just an individual lesson. Depending on the context in which they are working, teachers may be expected to produce a scheme of work for a week, a term, or even the entire year.
Think back on the teaching practice lessons you have given or any lessons you have served. Describe the characteristics of lessons where the main focus was on: Was the pace urgent or relaxed?
Think back to your recent teaching practice sessions and answer the questions. In what ways might a scheme of work differ in each context? None of the class is above CEF level Al and some have additional literacy needs.
Use the cards your trainer gives you to plan the lessons for the week. Then compare ideas with another group. Monday Tuesday Wednesday Thursday Friday Plan a sequence of lessons based on the coursebook that you are using in teaching ractice. Your trainer will tell you how many lessons you should plan.
Divide the list into two groups. What criteria did you use to divide the factors? Factors that may influence a learner's attitude to their language learning: Think about a learnerfrom one of your teaching practice classes who appears 'highly motivated'. I How is this motivation demonstrated? Discuss the following questions.
I Do you think the teacher should set targets that are easy to achieve, difficult to achieve, or somewhere in-between? In a teacher's mind, motivated students are usually those who participate actively in the class, express interest in the subject matter and study a great deal. Teachers can easily recognise characteristics such as these. They also have more opportunity to influence these characteristics than students' reasons for studying the second language or their attitudes towards the language and its speakers.
Anyhow, I have been thinking about books that were recommended before starting the course, as well as books that I have come across after the CELTA course, and I thought a blog post suggesting potential books to aid the CELTA trainee would suffice.
It is an incredible book which looks at teaching various skills reading, writing, speaking, etc. Also, there are sections within the book which assist teachers, both experienced and less experienced, which cover classroom management, various styles of teaching, methods and approaches to language teaching as well as professional development opportunities to consider.
I remember the CELTA trainers advising that this book should be our bible during the course and we should attempt to read the various sections when required. Not only is it a useful book for before and during the CELTA course, but it has always been a book that I have constantly returned to, when getting ideas on developing a curriculum or planning courses and lessons.
You could look at some of these suggestions and personalise it for your teaching practice. If you are new to the teaching of grammar, you could purchase the lower levels of English Grammar in Use to better understand the premise behind certain grammar structures.
It is incredibly informative and will help trainees with preparing lessons focused solely on key vocabulary and grammar. I have used this book to prepare lessons on vocabulary for higher learners such as newspaper headlines as well as focus on grammar. When you combine this book with other recommended books in this post, it is really really useful and I would urge any potential CELTA trainee or experienced teacher to go and buy this book.
This is the second book by Scrivener that I am recommending but this is not to suggest that I swayed by his books.
Had this been available in my course, it would have helped immensely during the lesson planning stage. It is incredibly useful and despite not having this book during my CELTA days, it has been great to get some ideas for teaching. This is a wonderfully organised book which breaks down grammar into easy-to-understand chapters. When I speak to other teachers, they always tell me this is a good place to start when preparing lessons for teaching grammar.
This book offers some interesting areas which CELTA trainees could incorporate as part of their lesson and had I acquired this book before my training, I would have been able to experiment during teaching practice. It can all be a bit overwhelming to be honest and you have a lot of other things to think about such as your lesson planning, assignments and input sessions that you need to attend.
As well as this, the book provides the trainee some background reading into some of the theories and ideas behind language acquisition and learning. Apologies but this is going to be the third and final book that I recommend which is written by Scrivener, but to be honest his books are great for those individuals undertaking or wishing to undertake the CELTA. I remember the trainers telling me to improve my instructions and reducing teacher talking time TTT. Of course it is useful to receive such feedback about classroom management but there was minimal reading with relation to this.
The book is easy to read with some great illustrations, and it great for any teacher training sessions which I focus on with experienced teachers. There are many areas that Scrivener focuses on which include; the classroom, the teacher, the learner, lessons, etc. As with previous recommendations, this book is invaluable for the day-to-day running of a course and it offers some wonderful ideas to think about should you have trouble with a class or selected learners.
At the end of each chapter, there are some questions for reflection on particular areas of classroom management. Unfortunately, this book had not been published when I took the CELTA course but it was one of those books that I purchased immediately as soon as it was available.
The book is organised alphabetically with particular words and grammar forms. This book can be easily referred to during the CELTA course to assist in anticipated errors for students and this could be written into lesson plans. It would also assist in the developing awareness while teaching English and the potential pitfalls that language learners may encounter.
With this book, you will be armed to to write your lesson plans in the best way possible. Get this book and you will not regret it. However, what this book lacks in possible errors that particular nationalities may encounter is recommended by the final book in this post.
As well as this, the book also covers grammar and sentence construction with a literal and more reader-friendly translation to aid readers in judging how particular nationalities create sentences in their own language and better anticipate potential first language interference.
As with other books, this book will help teachers develop their awareness of teaching various learners as well as monolingual groups of students.
The CELTA Course Trainee Book: Certificate in English Language Teaching to
It is really useful and I would always recommend this book to trainee and experienced teachers. Do you have any favourite books that you like to refer to on a daily or weekly basis? What books do you always read? As always, leave your comments below.
Frequently bought together
Amy, I was looking more at teacher trainee books which would look at the practical element of the CELTA rather than coursebooks but New Headway is a useful book for lessons but I much prefer Speakout with their authentic listening extracts. Dear Martin, Thank you so much for sharing such a useful information.
So this information is really helpful for me. So thanks once again. However, a fellow colleague has posted a bit about the CELTA course on his blog as well, so I would recommend you check his blog post out as well: I want to do either celta or delta, as you have mentioned in your post that you are Also planning to do celta, can you please guide me which institutes are offering these programes in Saudia.
Is it any online course and how to Subscribe for it. This is Kiran Shah from Pakistan. I really need to search from outside my country as no open centre yet in Pakistan.Im agine you are trying to learn a new com puter program. OS tk. What was the atmosphere like in the room as you were doing it?
In the second lesson she decides to give the class a short test. Granted, others may grumble and groan if you take problems to them. I Do you think the teacher should set targets that are easy to achieve, difficult to achieve, or somewhere in-between?
Hi…silly question really. I try to read on a bit, to see if the m eaning com es clearer.