CELTA - British Council Detailed Report

CELTA Written Assignment: Lessons from the classroom

Teaching Strengths

1.     Setting up activities

Before the CELTA course, I used to struggle a lot with setting up activities. I had to repeat some instructions many times and quite often I saw that my students looked puzzled. During the input session with Barbara, I learnt how to successfully set up an activity. During TP sessions, I noticed how fellow trainees Katie and Cristina used ICQs and demoed the activities and I tried to do it during my lessons. At the beginning I always forgot about something but eventually I’ve managed to do it all. My students have been able to follow my instructions and by using ICQs I was sure that they really knew what to do. During Tutorial 2, I was told that setting up activities is one of my main strengths.

2.     Lesson planning

I never prepared detailed lesson plans, I honestly considered them a waste of time. However, I changed my mind while observing fellow trainees teaching. I realised that a good plan means a very well organised lesson. The more detailed the plan the smaller the possibility of being asked a question we are not prepared for. After observing one of the DVD lessons (If I found a little money…), we were given a lesson plan and I realised that it’s a very good idea to include CCQs, ICQs and form checking questions. I noticed during TP sessions that when Katie included her ICQs in the lesson plan she always used them. So I decided to do the same. My tutor commented on how I used my CCQs included in the lesson plan during the TP feedback. Having a well thought plan has helped me overcome my initial stress and move smoothly from one activity to another.

3.     Language analysis

Even though I studied linguistics I never used the knowledge to analyse the language I teach. After observing fellow trainees, Cristina and Ewa, I realised it is important to adjust the language in the classroom  to the learner group and the context (CELTA 5 – 2a).  I started paying more attention to the language I use and analyse more carefully the language in terms of form and meaning. Also, my tutor has highlighted during Tutorial 2 that I’ve worked well on providing clear context and a communicative context for language which led to “meaningful communicative practice of TL”. Thanks to analysing the language I am about to teach I feel more confident during TP sessions and know what kind of problems I can encounter during the lesson which I find very useful.

Development needs

1.     Using too much TTT

Before CELTA course I didn’t know what TTT was and that I definitely overused it. I’ve been working on reducing TTT, especially echoing, but so far I haven’t stopped doing it. I should apply some of the techniques that I observed while watching experienced teachers. During the demo class for the trainees, Declan and Peter used praising students instead of repeating the answer for them. Also, I should elicit more and ask for more justifications from students as I could see in the DVD with Nick (lesson about listening and phonology). Finally, I could use more gestures, for example to show pair work which I saw during TP sessions, for example Cristina uses it very naturally.

2.     Monitoring and error correction

I am a very passive teacher while monitoring. During TP feedback my tutor has suggested that I should interact more at times and I should be more helpful. During TP sessions, I noticed that Nigel and Katie observe students closely and they use of a lot of on-the-spot correction. Something I should definitely include while monitoring. Also, while observing experienced teachers, I noticed how Declan approached students and how Peter used white colour to write students’ mistakes on the board without interrupting the activity. I would like to copy these techniques during my future lessons.

3.     Teaching pronunciation

I am extremely self-conscious about my pronunciation and it visibly affects the way I teach it. In almost every tutor observation notes I can read that I need to focus more on drilling, don’t skip it and use a varied range of drills. During DVD observations, I could see how to use fingers to teach students contractions and connected speech. Later on I had an opportunity to see Ewa, one of the trainees, use this technique during drilling and it worked very well. I would also like to practice drilling in a more friendly atmosphere. During Tutorial 2 it’s been suggested that I sometimes sound like  barking dog. I would definitely like to work on that.

Action plan

Areas to work on:	Action plan:
1.       Reducing TTT	a.       I’ll watch Jo Gakonga’s video on Teacher echo and IRF to analyse the reasons why I echo my students’ answers in order to reduce it. b.       I’ll read an article on Teacher talking time on https://www.teachingenglish.org.uk/article/teacher-talking-time. c.        Once a month, I’ll record myself in order to check how much TTT I use.
2.       Improving monitoring and error correction	a.       I will read Chapter 8 on Mistakes and feedback in The practice of English language teaching by Jeremy Harmer. b.       I’ll plan more time to the PACS stage and I’ll include possible that students might make in the lesson plan so as to have more errors to analyse. c.        I’ll observe two different colleagues to see how they monitor their students and try to introduce their techniques during my lessons.
3.       Teaching pronunciation	a.       I’ll do an online Teaching pronunciation course  available on the Cambridge English Teacher website to improve my teaching skills in this idea. http://www.cambridgeenglishteacher.org/courses/details/500893 b.       I will read Chapter 15 on Teaching pronunciation in The practice of English language teaching by Jeremy Harmer. c.        I will test drilling first on my colleagues to check if they respond well to my instructions and the techniques I use.

 978 words

CELTA Written Assignment: Language Related Tasks Assignment

Analysis of a structure: If I’d known, I’d have baked the cake! (Type 3/3rd/Past Conditional) [Level: Upper-Intermediate]
A.      MEANING ANALYSIS	We use this conditional “to express reproach and regret”. “We sometimes use the Type 3 conditional to make excuses.” Reference: Parrot p. 276; Unit 19 Conditional sentences
B.      MEANING ILLUSTRATION	I’d tell students the following story: Mary’s at home reading a book. Suddenly, somebody knocks on the door. She opens the door and sees her friend Laura. Laura: Hello Mary, I was just passing by your house and I thought I’d pay you a visit. Mary: Oh, please come in. If I’d known, I’d have baked a cake! I’d show students the picture to help them visualise the context.
C.       MEANING CHECK	·         Did Mary know Laura would visit her? (no) ·         Did she bake a cake? (no) ·         Are we speculating about now or past? (past) ·         Is it a real situation or hypothetical? (hypothetical)
D.      FORM ANALYSIS	If clause Conditional clause If + Past Perfect (had + 3rd form), If I had known, If I’d known, would + have + 3rd form I’d (=I would) have baked a cake!
E.      PRONUNCIATION ANALYSIS	The arrows show sentence intonation:           ↗                              ↘ If I’d known, I’d have baked a cake! Words in bold show sentence stress. Note: “have” is usually pronounced as /əv/ in this conditional, Contraction: I’d (I had) I’d (I would)

Analysis of a functional language: Would you mind if I opened the window? [Level: Upper-Intermediate]
A.      MEANING ANALYSIS	Would you mind . . . ? is often used to ask people to do things or to ask for permission.” Reference: Swan p.331; Section 342 It’s more formal and polite than using “Can I open the window?” and shows social distance between the speakers. Reference: https://www.teachingenglish.org.uk/article/analysing-language
B.      MEANING ILLUSTRATION	I’d show a picture of two flatmates talking to each other. I’d display the dialogue in speech bubbles with the target language contextualised. Mark: It’s really hot in this room. Would you mind if I opened the window? Tom: Not at all!
C.       MEANING CHECK	·         Does Mark want to open the window? (yes) ·         Is Mark asking for Tom’s permission? (yes) ·         Is the conversation rather formal or informal? (formal) ·         Is it a polite or casual way of asking for a permission? (polite) ·         Are Mark and Tom very close friends? (no) Checking response: ·         Does Tom allow Mark to open the window? (yes)
D.      FORM ANALYSIS	Functional chunk Past Simple Would you mind if I opened the window? changed the channel? stayed here?
E.      PRONUNCIATION ANALYSIS	The arrows show sentence intonation:                     ↗                                       ↗ Would you MIND if I Opened the WINdow? Words in bold show sentence stress and capitals show the main stress.

Analysis of a lexical item: I insist on it! (phrasal verb)[Level: Upper-Intermediate]
A.      MEANING ANALYSIS	to demand something and refuse to be persuaded to accept anything else Reference: Oxford Learner’s dictionaries http://www.oxfordlearnersdictionaries.com/definition/english/insist-on?q=insist+on
B.      MEANING ILLUSTRATION	I’d show the picture and role play the following dialogue with one of the students: Paul: It’s getting late. I should go home now. Margaret: No, no. Please stay and have dinner with us. Paul: Oh, I don’t know I didn’t plan on dinner. Margaret: It would make us really happy. Paul: Mhm, I’m not sure. Margaret: I insist on it! Paul: OK then. I’ll stay.
C.       MEANING CHECK	·         Did Margaret really want Paul to stay and have dinner with them? (yes) ·         Did Margaret ask Paul to stay and have dinner with them or did she demand it? (demanded) ·         Was Margaret willing to accept a “no” to her invitation? (no) ·         If somebody insists on something, do you have a choice?
D.      FORM ANALYSIS	insist on something OR insist on verb+ing Insist is a regular verb. It can be followed by on or upon (more formal and less common). It’s a type B phrasal verb. “These phrasal verbs take a direct object (they are transitive) but you cannot separate the two parts of the verb.” Reference: http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode33/languagepoint.shtml
E.      PRONUNCIATION ANALYSIS	I INsist on it! Words in bold show sentence stress and capitals show the main stress. Note: It’s an exclamatory sentence. The intonation at the beginning of the sentence is higher than in an affirmative sentence and it falls. The stressed syllable is pronounced more loudly and has stronger stress.

Analysis of a lexical item: I’m sick and tired of it! (idiom)[Level: Upper-Intermediate]
A.      MEANING ANALYSIS	to be sick and tired of sth (informal) to have experienced too much of someone or something with the result that you are annoyed Reference: Cambridge Dictionary http://dictionary.cambridge.org/dictionary/english/sick-and-tired-of-someone-something?q=sick+%28and+tired%29+of+someone%2Fsomething
B.      MEANING ILLUSTRATION	I’d tell the students about my (imaginary) friend Anna, who’s lived in a big city for a long time and who hates it. I’d show this picture:
C.       MEANING CHECK	·         Is Anna happy about living in a big city? (no) ·         Is she annoyed? (yes) ·         Has she had enough of living in the city? (yes) ·         Does she want to continue living in the city? (no) ·         Is Anna sick? (no) ·         Is she tired? (no) ·         Is this a formal phrase? (no)
D.      FORM ANALYSIS	subj. + be + sick and tired of + object  OR subj. + be + sick and tired of + verb+ing Sick and tired is a fixed expression and we cannot change the order of the adjectives, e.g. I’m tired and sick. The only part of this idiom that changes it the verb be.
E.      PRONUNCIATION ANALYSIS	I’m SICK and TIRed of it! Words in bold show sentence stress and capitals show the main stress. Note: It’s an exclamatory sentence. The intonation at the beginning of the sentence is higher than in an affirmative sentence and it falls. The stressed syllable is pronounced more loudly and has stronger stress. Note 2: “and” is pronounced very weakly here. We hear just /ən/.