A few weeks ago, I uploaded a video about the first CELTA assignment. In this post, I look at how to pass the second CELTA assignment. As this is quite a big task, I have split this video up into 2 parts. The first part (below), details what to consider when writing your essay, how best to complete the task as well as what to do if you have to resubmit your assignment.
If you enjoy the video, don’t forget to hit the Subscribe and Like button. When subscribing, click on the notification bell so you know when I upload Part 2 and you are one of the first ones to watch.
See you next week, at 1pm every Monday with a teaching related video.
One thing that can trouble teachers is how to teach reading skills in an engaging and interesting way. When I was learning French or German at school, my teachers would give us a block of text – not all that I could understand – some comprehension questions and let us get on with it. Fast forward 25 years, and I have created some techniques to ensure that reading is dynamic and exciting.
So the past few months, I have been focusing more and more on pronunciation for all levels of learners, no matter whether they are young learners or adult learners of English. Anyhow, I tried out a new lesson idea today which was partly inspired from the wonderful book, “Pronunciation Practice Activities“, written by Martin Hewings. I would recommend any teacher worth their salt to purchase this book, as it offers some great pronunciation lesson ideas which could be incorporated into class immediately.
Most teachers would identify word stress with the teaching of new vocabulary or as a technique to support pronunciation for problematic lexical items. This is all well and good but it reminds me of a teacher reacting to issues rather than proactively focusing on areas of language learning. Personally, if a teacher is able to develop a lesson based around pronunciation and developing learners’ awareness of pronunciation, so much the better. There is by no means anything wrong by reacting to pronunciation issues as they arise but I think it would be a nice change of focus when we remind learners that there are some basic principles that they can learn no matter how large or small the lexical item. Nevertheless, lets look at one lesson idea which is published in “Pronunciation Practice Activities“.
I recorded this lesson at my work of a fellow teacher preparing learners with functional language for debates and expressing points of view. It was a great lesson and I was so grateful being able to observe and record such a valuable lesson. I now thought that I will share this lesson with you all to see how my colleague is able to engage, motivate and support learners during a lesson. Enjoy!
Hello all. It is almost the Lunar New Year, so a huge congratulations to those readers from China and the Far East who will be commencing their celebrations soon. Today, we are looking at how to improve spelling with elementary or low-level learners, particularly if they are from an Arabic background.
It is notoriously difficult to improve or develop an Arabic learners. There are some important things you could consider incorporating in class such as unscrabbling letters to make the words, removing the vowels from words and students have to write them in words and, one of my favourite activities, using Scrabble tiles in class. Watch the video below to see how I use them in class by getting learners to review spelling and vocabulary.
It is the first time that I have attempted to do a book review via video before and I decided the lucky book would be “50 Activities for the First Day of School” by Walton Burns. Watch the video below to find out more about the book and whether it would be useful for teachers.
Again, please let me know what book reviews I should do in the future. Again, a huge thanks to everyone who has been supporting my YouTube Channel – I now have over 42,000 minutes of watch time and over 12,000 views on my Channel. So a huge thank you to everyone.
Earlier this week, I was teaching a wonderful afternoon class of elementary adult learners who were really enthusiastic and engaged. Their enthusiasm and commitment to communicate made up for their lack of language ability. I decided, for their second lesson, to tell them a story and made a dictogloss activity. The main focus for a dictogloss is for students to listen to the story a number of times and then, in a group, to rewrite the story using any of their notes. I was so pleased with their progress and the amount that they had written from my story.
If you are unsure what dictogloss is, then the video below will help how to incorporate into your future lessons.
Have you ever tried dictogloss before? Do you have any questions? If so, don’t hesitate.