Bringing the World Closer
BOSTON 2015 C8 CELTA AUGUST 17 - SEPTEMBER 11
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A private group for the trainees taking the August 17th - September 11th, 2015 CELTA full time course with IH/TH Boston.
Members: 10
Latest Activity: Sep 23, 2015
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Comment by Chris Meoli on September 8, 2015 at 2:19am
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ESOL PD sites
2 major International organizations are TESOL and IATEFL. Many countries (and states ) also have their own associations, so check out what is going on wherever you teach. There may be a conference or PD workshops in your city/area.
TESOL and TEFL each have a big conference every year. Usually 6-8 thousand teachers attend. It’s expensive, but worth it. It’s always a good idea to see if an employer will pay for you to attend a conference. Bargain it in to your contract, if you can. If you manage to present or run a poster session at the conference, your school will usually pay for you if they are well funded. It’s good advertising for them.
International TESOL Association (North American Based)
http://www.tesol.org/
International Association of Teachers of English as a Foreign Language (British Based)
http://www.iatefl.org/
International Teacher Development Institute (iTDi)
Professional Development by teachers, for teachers.
http://itdi.pro
Free membership with access to lots of videos, free webinars, etc. etc. Sometimes it’s hit or miss. They have weird music and some dancing at the start – but much of it is cutting edge discussions on what’s happening in the field and new approaches.
Scott Thornbury is great. Check out anything he has done (once you have a free account).
Also a former Teaching House Trainer just had a video on a summer institute special last month about unconscious competence, conscious competence etc..... I based my presentation off of some of his ideas. His name is Matthew Noble.
You can find free videos of their PD sessions here:
http://itdi.pro/itdihome/summer2015.php
more this week…
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Comment by Julia Leigh Sitton on September 7, 2015 at 6:17am
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No worries, I'm telephone functions, but I do have one about ordering food to go. I don't think it will overlap, and I may omit it.
Can you message or email me to compare a few details?juliasitton7@gmail.com
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Comment by Doug Gately on September 7, 2015 at 1:20am -
Pre-intermediate teachers: I'm thinking of doing a functions lesson about ordering at a restaurant. Would this overlap with anybody's TP 8 or 9?
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You are very welcome.
Anyone who would like their class taped, it would be easiest if you would bring an SD card of more than 5GB. Then I can give you the film directly after class. I still have a couple videos (Vaune & Doug?) on my computer if you want them. Come see me tomorrow.
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Comment by Kelydien Souto on September 3, 2015 at 7:17pm
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Chris, Thank you so much for offering to tape the class!.. It was great
to see things from the other side of the room!!!..:)
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I will check with Kimberly tomorrow.
A few words about functions, which I am sure Kimberly also went over, but as a reminder:
Functions often use a listening/video as context because stress and tone are often essential elements.
Form is often not relevant because functions are chunks of language often taking different forms to mean the same thing.--> Focus on Meaning and Pronunciation most.
For example:
The following all express similar Meaning but have different Forms:
Compromising on planning a tourist activity.
Come on!! Why don't we....
What about ......
Not me! . Would you really want to do that?
I don't know..... What if we.....
What do you think about....
Let's .........
For this a quick and dirty lesson plan (outline) might look like this:
Pre teach vocab: waterskiing, whale watch, Duck tour, helicopter.
Context: watch a video of a group of friends in Boston discussing what they want to do while they are visiting and identify all of the activities suggested.
Then:
ask students if they heard the first phrase and put it on the board:BOLD the functional language.
Come on!!Why don't we watch a movie.
Elicit meaning: showing you don't want to do something and suggesting something else.
Pron: elicit stress on "come on" and "Why don't we." Back chain drilling. start with function and add sentence. Choral , individual.
Ask students if they heard any other ways of expressing this. Then, tell them we will listen again and write down all of the ones you hear.
Pair check.
Put printed functions on board during pair check and have them refer to it.
Give sts markers and have them label each function (which you have on the board) as a) showing you don't want to do smth. AND/OR b) suggesting an activity.
students at board, elicit meaning of each function (including formality).
Pron drills with each function.
Briefly elicit form: "about" + gerund / "Let's" + bare infinitive / other conjugated verb.
Less controlled practice:
Sts given paper with a number of suggestions for things to do New York. At the top of the paper is a list of activities. Sts must use one or more function to respond to each suggestion. There are also blank lines where the sts simple make suggestions with the function stems.
different Pairs. Then Pair check.
Monitor to make sure sts have good answers. No WCFB b/c T monitors well.
Review PRon for functions. Drill again.
Now, sts practice in pairs w. the sentences they have written.
Monitor & on the spot pron correction.
Free practice. sm groups of 3.
You are in Boston only for one weekend and you have not done anything here yet (but you know about all the things there are to do). Choose activities that were not in the video. Make a short skit. Use at least 4 different functions. Write your skit down so that everyone has a copy.
You have 5 mins to plan and 2min to practice. Then you will perform for the class (or for half the class)
Monitor and error correct
Get volunteer groups to "present skit for class"
Praise Praise Praise
FIN
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Some tips/reminders for the external observation:
Use the 'External Observation' sheet from your handbook (it's in with the peer observations) and...remember this: not every teacher there has a CELTA and teaches exactly how we're practicing on the course, so don't expect a pristinely CELTA-style demo lesson necessarily.
But this is a good thing - look at how what you're learning would provide a boost or a needed upgrade, look for alternatives/options to what you've been doing, and..well, basically you're observing both what's THERE *and* what's NOT there...make sense? Either way, it'll be great for reflection, perspective, and comparison.
It's a nice school! And overall the quality of teaching is quite solid! We've had grads working there before; we've got a great relationship with them.
You don't have to stay for 2 full hours of class time (though you can if you like). You can come back (or go to lunch, or take a long walk, etc.) after the class you're watching has their mid-morning break. You'll be logging in 2 hours total for the experience in any case.
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Here is one example of how you can use MARKER SENTENCES from a text to clarify MPF in a grammar lesson.
These are two "guided discoveries," which is a way students can clarify M and F on their own. You can see how we take sentences that are examples of the TL and "isolate" the TL (take it OUT of the context and put it on the board - like the 1st conditional song).
By isolating the target language, we can analyze the FORM. IN CONTEXT, we get the MEANING.
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