topics texts and tasks and stolen packet of sweets · encouraging trainees on celta courses ... the...
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Topics, texts, tasks and a
stolen packet of sweets
Danny NorringtonDavies
International House London
IATEFL Manchester 2015
Topics, texts and tasks
encouraging trainees on CELTA courses
to create their own lessons from the
outset
a rationale for the approach
a text and task driven framework for
lesson planning
a text and task driven framework for
learning about language
Week 1 outline
Day 2
The Chewits incident
trainees identify the topic, text and task
unpack the procedure
trainees are given a set of texts and create lesson outlines
plan a lesson for their first observation (TP1)
Week 1 outline
Day 3
The speaker is using…
The writer is using….
How did I use ‘would’ and ‘used to’?
Day 3
choose and plan more lessons with a
greater emphasis on language
this takes us up to TP3
Your turn
Plan a 2 hour lesson
Each teacher teaches for 40 minutes
Consider what language you might focus on
Group 1 Group 2 Group 3
Discuss positive &
negative meals out
Brainstorm lexis related to
eating out
Brainstorm positive &
negative meals out
Quick first read Lexis: Categorising adjectives
Quick first readQuick first read
Detailed reading Detailed reading
Detailed readingLexis: Categorising
adjectives
Lexis: Positive & negative
expressions (planned)
Tell your partner about
a restaurant
Grammar: use of past simple
v present simple (emerging
language)
Lexis: What didn’t you
understand?
SS write a review Role play complaints Tell your partner about
a restaurant
A simple description
He is using the past to talk about his visit
and the present to talk about every visit
Group 1 Group 2 Group 3
Discuss positive &
negative meals out
Brainstorm lexis related to
eating out
Brainstorm positive &
negative meals out
Quick first read Lexis: Categorising adjectives
Quick first readQuick first read
Detailed reading Detailed reading
Detailed readingLexis: Categorising
adjectives
Lexis: Positive & negative
expressions (planned)
Tell your partner about
a restaurant
Grammar: use of past simple
v present simple (emerging
language)
Lexis: What didn’t you
understand?
SS write a review Role play complaints Tell your partner about
a restaurant
“With different trainees in different
classes there are materials that might lead
to very different learning outcomes. The
creativity is not in the materials, it’s in
what the trainee does with the materials”
Ellis, R (2014)
Group 1 Group 2 Group 3
Discuss positive &
negative meals out
Brainstorm lexis related to
eating out
Brainstorm positive &
negative meals out
Quick first read Lexis: Categorising adjectives
Quick first readQuick first read
Detailed reading Detailed reading
Detailed readingLexis: Categorising
adjectives
Lexis: Positive & negative
expressions (planned)
Tell your partner about
a restaurant
Grammar: use of past simple
v present simple (emerging
language)
Lexis: What didn’t you
understand?
SS write a review Role play complaints Tell your partner about
a restaurant
Day 6
Week 2 Monday Tuesday Wednesday
09.00 – 10.45Options and outcomes:
using a course book your way
Developing receptive skills 1 & phonology 1: listening
& exploring connected speech
Teaching language 2: What’s in a word?
10.45 – 11.00 BREAK
11.00 – 12.00 Lesson planning 2: Stage aims and responding to learners
Phonology 2: Sounds and word stress
Developing receptive skills 2: Reading and integrating
skills
a rational for the approach
it encourages creativity
it encourages trainees to leave space for genuine interaction
it encourages trainees to leave space for emerging language
it enables trainees to reflect on learning opportunities
it helps trainees develop language awareness and awareness-raising techniques
trainees don’t feel bound by TP points
a rational for the course-books
there is good stuff in course-books
a lot of teachers use course-books and a
lot of teachers have to
trainees have more choices
reduces the need to ‘start from scratch’
a rationale for the staging
It’s easy for teachers to accept what textbooks tell us about language….
yet they need to be able to identify andcompensate for deficits in the materialsthey use to teach with
Bolitho, R (2015)
Comments from new teachers
“They gave me the confidence to create
my own lessons” Various
“I learnt that coming across language (in a
text) is better than in lists, which is how I
learnt German” Poppy (UK)
Comments from experienced
teachers
“I now know I can teach without a text-book” Irina (Russia)
“It opened my eyes to how to use other sources other than text-books” Andre (Brazil)
“I need to be more flexible and experiment more” Iuliana (Romania)
“I learnt that I really like designing my own lessons” Wu Lu (China)
“I haven’t been encouraged to be creative before “ Anon (China)
“Teaching differently entails a temporary
loss of identity, which would outweigh the
advantages (of teaching creatively)”
Maley et al 2014
but……
“I prefer to be given clear procedures and
clear aims” (Anon)
“More creativity meant more work” (Anon)
“I’d have liked to learn more about what to
teach rather than how to teach” (Anon)
Some suggestions from trainees
add more genres
make them more local
provide online support or scaffolding
Key considerations
feed in the importance of language early
get trainees creating activities early
use input time as planning time
use feedback to reflect on success and
critical incidents
Topics, texts, tasks and a stolen
packet of sweets
http://thecreativitygroup.weebly.com
http://www.hltmag.co.uk/apr15/index.htm
bibliography
Bolitho, R. (2015) Language Awareness in Teacher education. The Teacher Trainer. 29/1
Ellis, R. (2014) Work plan versus activity: Evaluating Language Teaching materials. MATSDA conference. 11th April. University of Liverpool.
Maley, A. H.Masuhara & C. Pugliese (2014) C is for Creativity. ETP issue 95
“Why create your own lessons on the CELTA course” (2014) Ali Jordan & Danny Norrington-Davies http://www.ihlondon.com/blog/posts/2014/why-create-your-own-lessons-on-the-celta-course/