Что такое CELTA
Предлагаю познакомиться с CELTA.
CELTA обозначает Certificate in Teaching English to Speakers of Other Languages.
CELTA is an initial qualification for people with little or no previous teaching experience and is the most widely taken qualification of its kind. CELTA opens up a whole world of exciting English language teaching opportunities.
Проще говоря, это первый сертификат для преподавателя иностранного языка из возможных. Хочешь преподавать и нет опыта — иди учиться и получи сертификат.
Одна из моих коллег некоторое время преподавала в Гомеле в группе взрослых, целью которых было овладеть языком для элементарного общения в англоговорящей стране.Методы преподавания абсолютно иные. Со слов коллеги — авторские (чьи-то авторские, не коллеги). Возможно, в преподавании было нечто от той методики, о которой сейчас идёт речь.
Почтитать об этом экзамене можно в ЗДЕСЬ.
А как строится урок по данной методике? Нашла урок на одном хорошем сайте, который периодически читаю и, признаться, часто подпитываюсь его энергетикой и идеями. Чем интересен план? Своей коммуникативной направленностью. (Мы делаем то же самое? Не соглашусь.)
В плане указывается неделя изучения и день недели, а также продолжительность урока — 40 минут, уровень обучения (elementary) и тема урока (Food and Drinks).
Цели урока формулируются так (сравните с нашими целями и задачами — видите, куда мы ушли?):
AIMS: By the end of the lesson, students will have…
Main: to be able to order food and drink in a bar or caf?
Subsidiary: students will have practiced polite request offers with the modal verb “can”
Subsidiary: students will have used the consequent items of vocabulary concerning food and drink: a chicken salad, a tuna salad, an egg salad, fish, chips, pizza, a chocolate cake, an apple pie, ice-cream, coffee, tea, mineral water, orange juice
Subsidiary: students will have learnt the names of currencies and price values and used them ordering food in a cafe: a pound (GBP) vs. a penny, a euro (EU) vs. a cent, a dollar (USD) vs. a cent, a hryvna (UAH) vs. a kopeck
Subsidiary: students will have got aware of intonation difference in polite requests patterns and wh-questions
Учитель в плане урока ставит цели для себя (мы этого не делаем, хотя вроде каждый внутренне их представляет):
PERSONAL AIMS:
a) To sit down more
b) To give clearer instructions
c) To avoid a teacher-centered approach
d) To make an eye-contact with all the students
e) To avoid echoing
f) To monitor the class more effectively
Когда мы пишем план, мы представляем себе контингент, с которым нам предстоит работать. Посмотрите, как это делает преподаватель:
CLASS PROFILE:
1) The class is a multilingual class of adults, more or less unused to the communicative teaching approach
2) Totally the class has 12 people but 7-8 students are constantly present
3) The number of ladies – 6, the number of gentlemen – 2
4) They are all Ukrainian
5) The strongest students are Lena and Helen
6) They have both intrinsic motivation for studying a language: the intrinsic aim includes job opportunities and travelling
7) Their interests are varied: travelling, making photos, cooking, pet-breeding, sports
8) The students are extroverted and self-encourages, so, the dynamics of the class is pretty high, but new-comers can break it down while being late
Что ещё? Прогнозирование.
ASSUMPTIONS:
a) The students will know about the article usage difference “a/an”
b) The students will have a basic knowledge of some vocabulary items having an analogical equivalent in their native language, but I am planning to elicit that from them
c) The students have already revised the cardinal numbers in the previous classes
d) The majority of students like travelling and cooking, so their interest will be in direct relation to the material of the class
e) The ladies will be more knowledgeable about foodstuff
f) The students have also revised personal pronouns that can help not to concentrate on them
Предполагаемые проблемы и пути их решения в ходе занятия также просчитываются преподавателем:
ANTICIPATED PROBLEMS AND SOLUTIONS:
Problem 1: students can be confused about long instructions
Solution 1: use precise language patterns as well as gestures and mime
Problem 2: confusion about long irrelevant pauses between activities
Solution 2: preparing the set of tools for activities beforehand
Problem 3: some students may be late for the class
Solution 3: greeting and letting them get involved into activities
Далее пишется непосредственно сам план урока. Насколько я понимаю, так расписывает план урока обучающийся для получения CELTA.
CELTA TP LESSON PLAN
| NAME: Kate Ruban TP # D PAGES: 18-19 | |||
|
STAGE |
PROCEDURE |
AIMS |
TIME & INTERACTION |
| Lead-in
Presentation of currencies
Freer practice
Presentation of food and drinks vocabulary
Freer practice
Presentation of grammar
Сontrolled practice
Freer practice
|
— To tell students a story about usual eating manner, mention meat, fruit, vegetables, etc Ask students what is meat, fruit and vegetables for them and elicit the response that it’s “food” (repeat chorally)Continue telling about breakfast, dinner, lunch Ask students what is breakfast, dinner or lunch and elicit the response that they are meals (repeat chorally)
Continue telling about cooking food and eliciting from the students the word DISH (repeat chorally) Highlight the pronunciation and stress of every word elicited Ask in pairs each other what is FOOD, DISH, MEAL To tell students a situation about each currency and elicit the answers from students about full and short names plus small change and signs. Elicit from the students by hinting a typical question about asking the price: “How much is……..?” To highlight pronunciation and the stress on the board Drill chorally — Put students in pairs for a “what is a currency name?” activity — To mingle the students with questionnaires and ask them to work all together by practicing the question type: “How much is your bag?” -Monitor. Note errors. Correct on the spot if needed — Ask the students to work with the book page 18 picture block ex 2 and elicit the names of food and dishes from them — To highlight pronunciation and the stress of words on the board — Drill chorally — Ask the students to finalize the words offered on the board and fill in the gaps — To play a class mingling game: (give each student a questionnaire which he/she should fill in about class partners) — Monitor. Note errors. Correct on the spot if needed — Tell the students the story about visiting the store and asking to buy smth, elicit from them a possible variant of a polite request — Highlight on the form of a polite request question with the help of the board:
Can + S + V? — Stress on the rising intonation — The students ask each other in pairs using can-polite-form-question with action cards: “Can you give me some food, please?
-Ask the students to listen to two conversations and fill in the gaps -Elicit from the students in which sentences they have a polite question form -Set the situation to the students that they are in a bar and they want to eat. Ask them to look at the menu ex. 2, page 18 and order what they want by working in pairs
|
To clarify the meaning and pronunciation of the words FOOD, MEAL AND DISH To clarify the meaning of words through pictures
To practice the question of pricing to be able to use it in real life
To consolidate new vocabulary
To provide freer practice of the target vocabulary
To clarify the meaning and the form of a polite question structure for the students to be able to apply it in speech
To provide controlled practice of polite question form
To enable the students to order food and drink in a bar or a cafe |
13.10-13.12
T-Ss Ss-Ss 13.12-13.19 T-Ss
Ss-Ss
13.19-13.21 Ss-Ss
13.21-13.28 T-Ss
13.28-13.31 Ss-Ss
13.31-13-35 T-Ss
Ss-Ss
13.35-13.37 T-SS
13.37-13.50 Ss-Ss |
Note: copied «as it is». Редактирование документа мне не очень удалось, возможно, ЗДЕСЬ будет понятнее.
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It does not matter how slowly you go as long as you do not stop.