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Cambridge CELTA
Problem: There will be a fair amount of vocabulary that needs to be pre-taught to give learners the
opportunity to successfully complete some tasks.
Solution: Use pictures and phonemics to try to convey meaning and assist with pronunciation.
Problem: Given the varying and sometimes limited English skills of some learners, more time and
assistance may be required to complete the activities planned for this lesson.
Solution: Attempt to pair learners that may have limited English reading skills with more confident
learners. Additionally, adopt a flexible approach and cut activities short if required.
Problem: Since some of the learners’ English skills can be considered quite limited, and they will be
involved in a receptive/reading lesson and a structured analysis of marker sentences for ‘be going to’
and the present continuous, not all learners may be confident identifying and applying the TL throughout
all activities.
Solution: As well as adopting a flexible approach to activities, consider alternative options for Learners
who may be struggling.
Problem: It is difficult to predict whether all learners will attend the class and this may affect planned
groupings.
Solution: Adopt flexible groupings as appropriate. For example, during pair or group activities and
feedback, learners could work on and provide their responses individually or in groups of three, instead
of pairs.
Problem: Since I will be using the projector for parts of the lesson, learners may encounter difficulties
seeing pictures and reading the text.
Solution: Be careful to not obstruct learners’ views of the whiteboard, and ensure text is enlarged and in
focus.
departure / dɪˈpɑːtʃər /
(when a person or vehicle leaves somewhere)
return / rɪˈtɜːn /
(to come or go back to a place)
accommodation / əˈkɒməˈdeɪʃən /
(like a hotel, it is a place to live or stay in)
luxury / ˈlʌkʃəri /
(something expensive which is pleasant to have but is not necessary)
Whiteboard Plan
Less Controlled/Freer 6min T-S Show Your plans overhead with example. What
Practice are your plans? Write down three
S-S
plans you have for the week. You
To give learners the
have two minutes to write down
opportunity of using the TL in a
three plans.
personalised context and
integrate language they are Allow two minutes for individual activity.
familiar with With your partner, tell them your plans. Your
partner listens and then asks for
more information. After you have
talked about your plans, swap
roles – you listen to your partner’s
plan and then ask for more
information. For example, I tell
Ben ‘I am going to study on
Thursday.’ Ben listens and asks
‘What are you studying?’ I can
say ‘I am studying English’. Then
we swap and Ben tells me his
plan and I ask him for more
information.
6
Less Controlled Practice – 4min T-S Provide each learner with Communication
Part 1 handout.
S
To give learners the These are two advertisements for holidays that
S-T
opportunity of using the TL give us some choices.
during a communication Discuss holidays and go through Fiji options
activity. before providing instructions.
First, read the advertisements and choose a
holiday. Then decide which options you want
for your holiday. You have three minutes to
read the ads and choose your options.
Concept check
So, do can you choose both holidays? No –
just choose one holiday, and pick
the options you would like.
Teacher allows learners 3 mins to choose a
holiday and three options.
8
Less Controlled/Freer ?min T-S Provide each learner with Find someone who…
Practice activity.
S-S
To give learners the This is a survey sheet we can use to find
opportunity of using the TL in a someone who, for example isn’t coming to
personalised context and class next week. What can I ask to find this
integrate language they are out?
familiar with Elicit appropriate questions, ensuring learners
avoid negative questions (e.g. Are you not
coming?)
Are you coming to class next week.
Walk around the room and ask questions to
find someone who is doing the things on the
sheet. When you do, you can ask for more
information.
Demonstrate by asking a learner. Are you
going out tonight? If yes, Where are you going?
If no, say Thank you and ask another student or
teacher the next question to elicit yes answer
and then ask for more information.
Closing 1min T-S Thank you for your effort. The next teacher,
Carole will now start the next part of the lesson.
Handover to next teacher