BOSTON 2015 C1 CELTA JANUARY 5 - JANUARY 30

Comment

Comment by Steve Jamrog on January 13, 2015 at 8:30pm

Here is the link for the jeopardy template website if anyone is interested

https://jeopardylabs.com

Comment by Matthew Noble on January 13, 2015 at 6:25pm

Correction from last post:

"...to ensure *YOU complete each and every essential aspect..."

Comment by Matthew Noble on January 13, 2015 at 6:23pm

FOL Assignment Reminder: Use this template to *ensure* to complete each and every essential aspect of this assignment. Just write directly into the spaces provided! It also makes it much easier to read, and to grade! Let me know if you have any issues with it.

FOL%20Template.docx

Comment by Matthew Noble on January 13, 2015 at 5:13pm

Some comic relief (I know you're slightly busy and maybe, maybe just a wee bit stressed, just an eensy-weensy bit)....

Imagine you head off to Japan and are teaching a vocabulary lesson to a group of teens....and you turn the page...alright teacher: TEACH THIS! ;P

My CCQs might be: Is the CELTA this? (Y) Would we use this to describe CELTA tutors? (Y) Is this how CELTA trainees feel after putting in all the work to succeed? (Y!) ;D

(...a bit difficult to keep it in the context of describing pizza...must be some pretty delicious pizza...)

Comment by Matthew Noble on January 12, 2015 at 9:24pm

Let me add one last thing before signing off (I'm hugely nerdy about this, once I get started...uggh!) - a 4th task type suggestion: good ol' multiple choice! Might not seem like fireworks, but...you could write some nice juicy multiple choice questions for your learners' more detailed work with your text. If you must make it clever, try multiple choice where 2 of 3 answers are correct rather than the standard 1 right, two wrong! In another twist, they could have to first fill in some (easy-ish) blanks in the questions themselves...

Again, good luck. And good night :)

Comment by Matthew Noble on January 12, 2015 at 9:17pm

For my part I'll offer this (then I'm out..but carry on..): three alternatives to your basic T/F & short answer Qs (though there's nothing necessarily wrong with just using those in themselves! We don't have to be all that cutting edge every time ;)):

1. ordering things from the text...this can take, for example, a bit of a kinesthetic form if they have to order strips of paper with statements, etc. on their desks while reading/listening (esp good for listening tasks). Can be pair work.

2. A variation on T/F: change the sentence so that it's true. So, read the six statements - only one is correct according to the text. The others need to be changed in some way in order to match the text.

3. Not an alternative but just a wrinkle/extension to T/F, etc.: have the Ss answer 5 T/F questions..and then write two more and swap with another pair.

Anyway, good luck. See y'all tomorrow...

PS - perhaps you can find variations on reading task types elsewhere in your textbook? Rifle through there and see what you can find..then STEAL AWAY. ;)

Comment by Kristyn Cain on January 12, 2015 at 8:55pm

Hello everyone! I'm doing a skills lessons plan for tomorrow and I want to plan some detailed exercises but all I can think of is True or False or closed questions. Are there any other exercises I can try to keep my lesson plans more interesting?

Thank you :)

Comment by Matthew Noble on January 12, 2015 at 8:43pm

No problem Joe (should I call you Joe the Cat?;). I'm often online and I do like to be responsive on here (that said, don't expect responses within single-digit minutes as a rule!). It's 2015 after all...so: everyone else - don't be shy posting up the occasional question on here, esp. if you think everyone might benefit from it, OR if you think someone else might be able to answer it/help you out. It's your wall! ;)

Comment by Joseph ONeill on January 12, 2015 at 8:33pm

Amazingly quick response, thank you so much.

Comment by Matthew Noble on January 12, 2015 at 8:31pm

Hey Joe - yeah, focus should be on your TL area itself, not a tense entirely generally. So, hone in on questions if that's your lesson's focus - especially the auxiliary 'helping' verbs that come into forming them, as you mentioned. :)

• ‹ Previous
• 1
• …
• 6
• 7
• 8
• 9
• Next ›
• Page