On our most recent CELTA course in Munich, some of the trainees seemed to have a problem with the stages a lesson should include so I’ve tried to break down the basic stages for different lesson types.Continue reading “A Guide to Lesson Planning: Basic Stages”
On our CELTA courses in Munich, the trainee teachers teach two dfferent levels of students, namely A2 & B2 (CEFR levels). As we have recently changed the course books I thought it was time to sit down and really get to grips with the new books, after all that’s what we CELTA tutors expect our trainees to do! Following the criteria we use in our input session “Evaluating coursebooks” on our CELTA course, here’s what I discovered when I looked at Cambridge English’s Empower B2 Upper Intermediate book. Continue reading “Cambridge English Empower: An innovative new coursebook?”
Imagine the scenario… You’re in class, checking answers to a gap fill activity on gerunds and infinitives.
Teacher: Sergio, number three please,
Sergio: He suggested going to the cinema.
Teacher: Yes, he suggested going to the cinema.
“What’s so wrong with that?” I hear you ask … Continue reading “Checking Answers and Giving Feedback”
Listening, like reading, is a passive skill but this does not make it any less important than the active skills of speaking or writing. After all, we cannot have a conversation if we can’t follow what the other person is saying. Think about the following questions related to teaching listening skills and then read on for the answers:
- What types of listening skills do we use?
- Is listening in the classroom more difficult than listening in the real world or vice versa?
- How can we make sure listening in the classroom helps students in the real world? Continue reading “Listening skills in the EFL classroom”