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THE CELTA COURSE TRAINEE BOOK PDF

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The CELTA Course is a coursebook for CELTAtrainees. particular courses: it is not expected that trainees w ill do all the units and all the activities in the book. The CELTA Course Trainee Book - Ebook download as PDF File .pdf) or read book online. A perfect trainee book. The CELTA Course is a coursebook for participants on the CELTA course. Trainee Book: this includes material to be used in input sessions on the course.


The Celta Course Trainee Book Pdf

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The CELTA Course Trainee Book Download (Read online) pdf eBook for free . resourceone.info). This Pin was discovered by Maria Mark. Discover (and save) your own Pins on Pinterest. The CELTA Course Trainee Book | pages: | ISBN: | PDF | 71 MB The CELTA Course is the only CELTA preparation.

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.

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Can you guess which of ates' sentences are true or false? 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.

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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. 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.

If we can make our classrooms places where the students enjoy coming be. Although little research has been done to investigate how pedagogy interacts with motivation in second language classrooms, considerable work has been done within the field of educational psychology.

In a review of this work Graham Crookes and Richard Schmidt 1 point to several areas where educational research has reported increased levels of nlOtivation for students in relation to pedagogical practices.

Included among these are: Motivating students into the lesson At the opening stages of lessons and within transitions , it has been observed that remarks teachers make about forthcoming activities can lead to higher levels of interest on the part of the students. Please Note: Deliveries of items with this status cannot be tracked. When will my order arrive? The Estimate Delivery Date is when your order is expected to arrive at your chosen delivery location.

The CELTA Course Trainee Book

Once you have submitted your order you will receive confirmation and status update emails. If you order multiple items and they are not all in stock, we will advise you of their anticipated arrival times. For items not readily available, we'll provide ongoing estimated ship and delivery time frames. When you have got the CELTA, this means that you have got a certificate that allows you to teach English in any country in the world. Cambridge CELTA Certificate in English Language Teaching to Adults authorises and allows the holder of the certificate, regardless of gender, race, nationality and religion to teach English as a foreign language in almost every country of the world.

Annually CELTA qualifications receive more than 10 thousand people in different language centers around the world. Jump to. Sections of this page. Accessibility Help. Email or Phone Password Forgot account? Sign Up. See more of Teachercom's Library on Facebook.

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Log In. Forgot account?I try to read on a bit, to see if the m eaning com es clearer. There are 16 comfortable well-equipped classrooms, learning lab with computers, internet and email access, terrace and cafeteria. You know that a parent is coming to see you and the headteacher about their daughter. There are five m ain units of learning: Their task is to make a recording for another group. What level could there a the learners the task a does the writer it be used for?

W ork in pairs.