Assignment 4

CELTA COURSE
 Your teaching strengths

 Lesson planning:
 CELTA 5: Your planning skills are developing well Raúl and
there is a notable difference since the beginning of the course.
You are now able to identify your overall aims more explicitly
and in the last tweo lessons the stage aims matched the
activities more accurately.
 TP 9 “you showed your abilit to design and execute an
interesting and logically staged reading/grammar lesson”
 Your teaching strengths

 Phonology:
 TP 1: Provide natural models Raúl. Don’t exaggerate. Elicits
and underlines. Use either stress bubbles or use the stress
mark preceding the stressed syllables if you are using.
 TP 9: This was well done. Students pronunciation was better
by the end here.
 Your teaching strengths

 TTT:
 TP1 elf-evaluation: The introduction was too long, therefore
there were no time for the practice activity at the end of the
class. I need to be short and go straight to the point.
 TP7: √ Good This was nice, Raúl
 2. Areas for improvement

 My teachers have told me to work with my

instructions. Wording your questions accurately
when eliciting and checking understanding. At the
preparation stage
 Write down the answer and then word the question.
Practice more and don’t be afraid of failure.
 2. Areas for improvement

 Time management. In several classes, including the

last one, time management has been an issue.
 In my lessons don’t be so stricti in following the
lesson plan. Before the lesson considerer a plan B if I
start to run out of time.
 2. Areas for improvement

 In my last lessons a new problem happened:

materials or activities that weren`t meaningful: role
play cards and saying how my trip was.
 Check if all activities could be more meaningful and
think always in the way you could help students to
reflect on the true meaning of the texts or practice
precisely the language they have learned.
 Observations

 Wording instructions:
 Jayne Silva:
 How she uses gestures and body language to enhance students
comprehension.
 Nick Hamilton
 Nick uses short instructions. He only says what students are
supposed to do in order to reach meaning in order to construct
comprehension.
 Observations

 Boarding:
 John:
 Time management: He prepared cards, small cards, to not waste
time copying language onto the board. Use the board to not
 Students labeled and moved around. Use the board to make
students work in a different way.
 Disposition: Joanne Mcabee used the right section of the board to
write new vocabulary. The left section could be for lesson staging
or any other stage.
 Further developement

 Develop my grammar awareness:

 Using the Swan and the Murphy book. Not only for reference.
Do the book.
 Keep a journal.

 Use methodology books for a particular approach. Go through

Harmer and Scrivener.