As promised last week (sorry for the one-day delay!), here’s the sample lesson plan of a grammar lesson taught using GD. Feel free to adjust it for your lessons!
Follow the links to download:
Next week’s entry will focus on Deep-End presentation – a perfect solution for the functional language and vocabulary lessons.
As promised, today’s entry is about Guided Discovery (GD).
So what is GD?
For me, that’s the most exciting way to present TL! Technically, you just have to provide a good example of TL and help your students to find the rules themselves, without you teaching a single tiny thing. Easy to say, yep. Difficult to do? Not really!
First, let’s look at some pros and cons.
Continue reading “Systems Presentation: Guided Discovery”
As promised last week, here’s the sample lesson plan of a vocabulary lesson taught using TTT. Feel free to adjust it for your lessons!
Follow the links to download:
Next week, I’ll write about Guided Discovery: What, How, and Why.
I decided to continue with publishing a small series of posts focusing on Presentation stage.I know some teachers who consider presentation being a bit – well, how should I put it..? – boring. And it can be boring – if you deliver it in a teacher-centred way (like you do it with Presentation-Practice-Production approach). However, there’re some exciting ways to present FL/vocabulary/grammar point, and in this entry, I’ll tell you about one of them: TTT.
What is TTT?
TTT stands for Test-Teach-Test. This approach works for any level and is as simple as a pie. Consider though that you can only implement this approach with students who already have some previous learning experience since it requires them to use their passive knowledge!
So let’s say you want to teach prepositions. How would you do it using TTT?
Continue reading “Systems Presentation: Test-Teach-Test”
Here I should thank Hugh Dellar for writing his critique of CELTA. To cut a long story short, he questions CELTA as a golden standard and its suitability for native trainees with no prior teaching experience. I must say I do partly agree with him, but, in my opinion, for me, CELTA was a really good way to expand my horizons and boost my teaching career.
So I’ll start my blog with reflecting on CELTA as a course, and, hopefully, some people who are only looking at it thinking if they should go for it or not will find it useful.
Continue reading “CELTA: Impressions & Practical Tips”
Like all lessons (well, most of them) begin with a lead-in, I start my blog with a lead-in post.
Who am I? 24601. Well, nope. My name is Lina, I’m 25. I originally come from Russia, and I am an English Instructor at a university in Tokyo.
I have an MA in Scandinavian Studies (surprise surprise!) from the University of Edinburgh and two ELT certificates: TEFL and CELTA.
I’ve been thinking about starting a blog for quite a while but would always find an excuse not to do this, such as ‘you’re not experienced enough’, ‘oh come on, what do you have to say about ELT? you hardly read any monographs!’, and ‘do you really think anyone would read your dull entries?’. You see, I’m being like extremely extremely honest right now.
Anyway, the time has come, and I do have some things to say about teaching English (and about being a non-native teaching English as well).
What you will NOT find in this blog: Long academic entries filled with quotations and sophisticated arguments. I ain’t good at academic writing, and I do not intend to make you doze off.
What you will DEFINITELY find in this blog: Short notes based on my own experience teaching English to Japanese students, practical tips and sample lesson plans.