Tense and Aspect Reflection activity

Read these entence beginnings. In each case, think of a way of continuiing each sentence so that its meaning is clear.

The bus is leaving....
The bus leaves....
The bus has left.....

Review

Following on from last week I am going to make a quick note of the main points that were covered. Tina will add a comment later too.

The main issue for me is that you all understand how fast the course is moving. You can't look into the future and think 'I've got until Christmas to improve my instructions' or 'No probs, lesson plan next time.' This course moves very fast and there is a lot of ground to cover. We want to see steady improvement. In an ideal world after a lesson observation we might recommend that you 'show more procedural detail in your lesson plan' for example. We would then (in an ideal world) find that you had addressed the issue in your next observation and we could then make comments to help you improve in some other aspect.

Once something has been covered in an input session we look for it to be used/ implemented immediately. If you don't use these things then a lesson that got you a 'to standard for this stage of the course' in the beginning might now be ' just to standard'.

Do the maths!

My point is that if you stop developing or put things off you might well find yourself producing lessons which fail. Imagine standing still on a treadmill -you just shoot off the back of it and end up on your behind.

Booklist

These are good books to help you on the course.

How to Teach English, Jeremy Harmer, Longman, 2002, ISBN: 0582297966

Learning Teaching (2nd Edition), Jim Scrivener, Heinemann, 2005, ISBN: 1405013990

The Practice of English Language Teaching (3rd Edition), Jeremy Harmer, Longman, 2001, ISBN: 0582403855

Grammar books that might help.

Grammar for English Language Teachers, Martin Parrott, CUP, 2000, ISBN: 0521477972

Collins COBUILD English Grammar (2nd Edition), ISBN: 0007183879

Collins COBUILD Intermediate English Grammar, 2004, ISBN: 0007163479

How English Works, Swan and Walter, OUP, 2000, ISBN; 0194314561

Practical English Usage (3rd Edition), Michael Swan, OUP, ISBN: 0194420981

Phonology

How to Teach Pronunciation, Gerald Kelly, Longman, 2002, ISBN: 0582429757

narrative

If you were doing an intensive 4 week CELTA you would now be at the end of week one. How does it feel to be a quarter of the way through the course?

This is a useful task if you have just taught or after your session next Monday:-

Write a narrative account of your lesson (Salome - I know you used to like to do this before your session!), sayng what happened.
1. Complare this with your plan (as we are all now using the formal Lesson Plan)
2. Explain any departures to the plan.
3. Draw some conclusions from this experience.

I have also added another link.

Key Event - a reflection task

Think a lesson you have taught or observed in the last week. Think about a 'key event', ie a significant moment that stands out when you recall that lesson.
Why was this event significant?
What did you learn from it?

Click on the 'comment' button below to answer this question.