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Bringing the World Closer

BOSTON 2015 C10 CELTA SEPTEMBER 21 - OCTOBER 16

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BOSTON 2015 C10 CELTA SEPTEMBER 21 - OCTOBER 16

A private group for the trainees taking the September 21st - October 16th, 2015 CELTA full time course with IH/TH Boston.

Members: 10
Latest Activity: Oct 23, 2015

Intensive Course Teaching House Boston 1 South Market St. Suite 4136, 3rd floor Boston, MA 02109 www.thboston.com *entrance located next to Boston Pewter Company Contact: 617 939 9318 | info@teachinghouse.com Duration: 4 weeks Teacher Trainers and Staff

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Comment by Sally Dare Nobinger on October 5, 2015 at 9:25pm

Video Observation Response:

One thing that was nice about this lesson was the array of activities -- the students were constantly jumping from one task to the next which seemed to keep them on their toes. And the tasks were very S-sss oriented and allowed for a lot of interaction between students with relatively brief TTT.

An activity that I liked in particular was the one in which they had to re-order the out-of-order sentences and find them in the text. I think this activity pulls its weight in various ways: it promotes a very close reading of the text, it tests students' syntax and grammatical awareness, and since it is puzzle-like it provides a good platform for discussion and debate within peer feedback.

Comment by John on October 5, 2015 at 8:59pm

Hi, Chris, the lesson page you recommended looks good to me. I just want to change the final writing prompt (talking about climate change seems a bit random given the community-service introduction).

Comment by Chris Meoli on October 5, 2015 at 8:47pm

hmmmmm... well that depends. Do you want to see if they are doing what you asked them to do or not? :)

Comment by Meliena Decuypere on October 5, 2015 at 8:42pm

I was wondering if we're doing a productive lesson (writing in my case), should we monitor if the students are brainstorming?

Comment by Chris Meoli on October 5, 2015 at 8:28pm

And... the long awaited amazing recording you made today in Functions input:

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Comment by Chris Meoli on October 5, 2015 at 8:25pm

Kenna: p. 42 Grammar. If you feel like doing both of these points are too much, fine, just focus on Future Perfect. but you may have to alter to alter the text. Make a plan and you can check back with me if you have questions.

John: Why not try a writing lesson and implement the things we discussed today in FB? P. 49 everything is laid out there for you pretty nicely. And it connects to your speaking lesson from today!

Comment by Chris Meoli on October 5, 2015 at 8:17pm

So far, only Kenna and Christopher have commented on the video... please make this happen as soon as you can.

Comment by Chris Meoli on October 5, 2015 at 12:27am

Thanks Christopher, you did that much more succinctly:)

Comment by Chris Meoli on October 5, 2015 at 12:25am

You do not need to include a language analysis for the SRT. There is no criteria that describes it, so do not focus on that. Please focus on the "main aim" of the paper: show that you can design tasks for a skills lesson and justify why and how you would use them. You can briefly describe how you might pre-teach the vocabulary if that is relevant to the lesson and it does not become a main focus of your paper, but remember that only brief bullet points (no detailed descriptions) should be part of the lesson plan, so don't spend extensive amounts of time creating huge lesson plans. The focus is on materials development and justification for those for a skills lesson.

Comment by Chris Meoli on October 5, 2015 at 12:13am

OK... I may have slightly mislead you with the "detailed task=scanning":0 Sorry... So, we can talk a bit tomorrow in more detail.

A detailed task could be scanning, but think of "scanning" as looking for specific words or numbers and not necessarily reading in detail for comprehension. They are looking for specific answers, but hopefully those answers are not easily found by "scanning." Below are a number of other subskills from Harmer (2001) from which you can choose based on your task.

Below from : Cambridge ESOL CELTA Written Assignment 1 Language Skills Assignment – Clive Elsmore
Available here: https://clivesir.files.wordpress.com/2012/04/wa1-a.pdf

Receptive skills are further categorised into sub skills in Harmer, 2001: 201-202.
Applying
equally to listening, amongst them are:

identifying the topic (by activating students' schemata – relating topic to pre-
existing knowledge)

reading for general understanding (skimming for gist - reading quickly to establish
key topics, ideas, theme and structure)

reading for specific information (scanning - reading quickly to establish facts,
figures, dates, names etc)

reading for detailed information (reading carefully and intensely to extract
understanding of all details - such as when carefully completing a tax form)

extensive reading (reading widely)

predicting (including speculating, inferring, deducing)

interpreting text (takes us beyond the literal meaning - depends on shared
schemata)

 

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