ccqs

 We are looking forward to going on holiday.

a) are they on holiday now?   (No)

b) Do they want to go on holiday?  (Yes)

a)      How do they feel about it? (excited)

She used to go on holiday with her family (but now .............................................. )

Teacher                                                                                   Students

Is this sentence about now or the past?                                  The past

Who did she go on holiday with?                                             Her family

One time or many times?                                                       Many times

Does she go with them now?                                                  No

Who does she go with?                                                         Her friends

I’ve been waiting here for two hours.

Was he waiting 2 hours ago? Yes

Is he still waiting now? Yes

He hesitated before jumping

CCQs.

· Did he jump? (yes)

· Did he wait before jumping? (yes)

· Was it a long wait? (no)

· Was it before he was scared? (most probably yes)

I’m meeting Peter for lunch on Saturday.

Are we talking about present or future? (future)

· Am I planning to stay at home on Saturday? (possibly, but most

likely not)

· Am I going to have lunch on my own? (no)

· Did I plan this or is it a spontaneous decision? (planned)

a. FORM.

I had my car repaired

Checking Meaning:

Did I fix the car myself? (No)

Did I have someone else fix my car for me? (Yes)

Do we know who fixed my car? (No)

I don’t mind working late

Did I work after 5 o’clock  on Tuesday and Friday? (Yes)

Do I have a problem with that? (No)

If my boss asks me again to work late will I do it? (Yes)

John ran out of money

Did John walk/rush out of a restaurant? (No)

Did John pay for the dinner? (Yes)

Does John has any money? (No)

Ask students if

John can pay for a taxi home? (No)

Come and sit down Jim-you’ve been working in the garden all day.

1) Did Jim start working earlier today? (Yes)

2) Is Jim still working now? (Yes)

3) Did he have a break? (No)

That hat really suits you.

1) Does A think the hat looks good on B? (Yes)

2) Does A think the hat is the right style for B? (Yes)

3) Is the hat the right size for B?(We don’t know)

That was a very moving film

The speaker is expressing his/her feelings regarding the movie he/she just saw. The movie aroused a strong emotional response in him/her.

1) Did the film cause strong emotions and feelings in us? (Yes)

2) Did it make us sad, upset, sorrowful? (Yes)

3) Was it an action film? (Probably not- we don’t know)

Her coat isn’t in her office-she must have gone home.

1) Is she still in the office now? (No)

2) Does the speaker think she has already gone home? (Yes)

2

3) Is the speaker almost sure about it? (yes) Why? (Her coat is not in her office)

4) Did she leave some time in the past? (Yes)

5) Was she obliged to go home? (No)

She shouldn’t have walked home alone

Did she go home by herself? Yes

Was it dangerous? Maybe

Was it a good idea? No

Am I criticising her? Yes

Am I talking about the past or the future? The past

Is it something which produce fire?(yes)

Is it dangerous?(Sometimes, it could be)

Is it used for many purposes?(Yes)

Is it a game where two teams compete?(Yes)

Is a kind of sports game?(Yes)

Do most people enjoy to watch it?(Yes)

CCQs

Is this something related with  furniture?(Yes)

Is it used for many purposes?(Yes)

Is it something we can creat many things such as candles or sculptures?(Yes)

____________________________

CCQs:

Is it related to a successful result?(Yes)

Is it something you whish for?

( Yes)

Is it related with your carrer?(Yes)

CCQs:

Is it related with our mind?(Yes)

Is it something caused by distraction?(Probably)

Is it something which could affect your intentions?(Yes)

CCQs:

Is it the way to get the solution?(Yes)

Is it difficult to get it?(sometimes)

Is it related with problems?(Yes)

 Is it something which exercise your mind?(Yes)

I wish I had more time.

Do I want more time now?   (Yes)

Do I have enough time now? (No)

Do I think I’ll get more time in the future? (probably not)

lease:

• Do you own the land or house? No

• Are you able to use the land or house? Yes

• Do you have to pay money to use the land or house? Yes

Perennial:

• Do you need new seeds to grow these plants? No

• Can we say that an apple tree is perennial? Yes

Reclaim:

• If you reclaim something, was it yours to start with? Yes

• Was it easy to take it back? Probably not.

ICQ:

• Are you working alone or in a group? In a group

• Are you writing a dialogue or instructions? Instructions

• How many lists is your group writing? One

CCQ:

• What is a main idea?

• Where can I find the main idea of a text?

• If the main idea is not stated clearly, what should I do?

ICQ:

• Are you reading the whole text or only the title? Only the title

• Why are we reading the title? To guess what is the text is about.

CCQ:

• Why do we read informational text?

• Mention some examples of informational texts.

ICQ:

• Are you working alone or in a group? alone

• What will you do while listening to the text? Read silently and answer the questions

ICQ:

Are you working alone or in a group? alone

Are you going to fill in the blanks or circle the correct answers? Circle. 

Receptive skills

 Receptive skills

The receptive skills are listening and reading, because learners do not need to produce language to do these, they receive and understand it. These skills are sometimes known as passive skills. They can be contrasted with theproductive or active skills of speaking and writing.

Example

Often in the process of learning new language, learners begin with receptive understanding of the new items, then later move on to productive use.

In the classroom

The relationship between receptive and productive skills is a complex one, with one set of skills naturally supporting another. For example, building reading skills can contribute to the development of writing.

aim meaning

 Aims meaning

 aims {pl.} (também: goals, objects, objectives, purposes)

 objetivos {m. pl.}

EU action is based on its Health Strategy , which aims at:

A ação da UE baseia-se na sua estratégia para a saúde , que tem por objetivos:

aim {substantivo}

 aim {subst.} (também: goal, purpose, objective, target)

 objetivo {m.}

 aim {subst.} (também: intention)

 intuito {m.}

 aim {subst.} (também: purpose, target, goal, scope)

 alvo {m.}

 aim {subst.} (também: foresight, targeting)

 mira {f.}

 aim {subst.} (também: targeting)

 pontaria {f.}

 aim {subst.} (também: spectrum, purpose, scope)

 escopo {m.}

aim

 aim (também: intend)

 ter em vista

to aim {verbo}

 to aim [aimed|aimed] {v.} (também: to consider, to suggest, to move, to posit)

 propor [proposto|propondo] {v.}

he/she/it aims (Present)

ele/ela propõe (Presente (Indicativo))

 to aim [aimed|aimed] {v.} (também: to intend, to have in view, to aim at)

 visar {v.}

he/she/it aims (Present)

ele/ela visa (Presente (Indicativo))

 to aim [aimed|aimed] {v.} (também: to finger, to indicate, to name, to point out)

 apontar [apontado|apontando] {v.}

he/she/it aims (Present)

ele/ela aponta (Presente (Indicativo))

 to aim [aimed|aimed] {v.} (também: to level, to direct, to address)

 direcionar {v.}

 to aim [aimed|aimed] {v.} (também: to aim at, to look at, to watch, to zero in on)

 mirar [mirado|mirando] {v.}

he/she/it aims (Present)

ele/ela mira (Presente (Indicativo))

 to aim [aimed|aimed] {v.} (também: to yearn for, to long for, to aspire)

 almejar [almejado|almejando] {v.}

he/she/it aims (Present)

ele/ela almeja (Presente (Indicativo))

 to aim [aimed|aimed] {v.} (também: to plan, to commit, to attempt, to intend)

 intentar [intentado|intentando] {v.}

he/she/it aims (Present)

ele/ela intenta (Presente (Indicativo))

post-celta testimonies LESSON PLAN

 https://celtaconfessions.wordpress.com

lesson PLAN

We looked at the teacher’s lesson plan, which had these details:

basic details: name of teacher, length of class, level, date…

approach: discrete item, TBL, functional/situational, skills

topic/theme of the lesson

aims and subsidiary aims of the lesson

personal aims

sources of materials

language analysis (MFPA)

written record (what will students get?)

problems and solutions

other issues (e.g. non-language related problems)

ACRONYMS in the TEFL world,

 ACRONYMS in the TEFL world,

ACRONYMS

This is by no means a comprehensive list, but these are the most common acronyms you’ll come across in the TEFL world, and I’ve included a few especially pertinent to the CELTA course. If you know of others that ought to be included, do let me know. Thanks!

ALM Audio-Lingual Method

ALTE Association of Language Testers in Europe (Cambridge)

CAE Certificate in Advanced English (Cambridge)

CALL Computer Assisted Language Learning

CCQ Concept checking question

CEFR Common European Framework of Reference

CELTA Certificate in Teaching English to Speakers of Other Languages, formerly Certificate in English Language Teaching to Adults

CLIL Content and Language Integrated Learning

CLT Communicative Language Teaching

CPD Continuing/Continuous Professional Development

CPE Certificate of Proficiency in English (Cambridge)

DELTA Diploma in English Language Teaching to Adults

DM Direct Method

DOS Director of Studies

EAL English as an Additional Language

EAP English for Academic Purposes

EFL English as a Foreign Language

EIL English as an International Language

ELF English as a Lingua Franca

ELL English Language Learning

ELT English Language Teaching

ESL English as a Second Language

ESOL English for Speakers of Other Languages

ESP English for Specific Purposes

FCE First Certificate in English (Cambridge)

GLP Used in CELTA to mean Guided Lesson Planning

GTM Grammar Translation Method

GW Group work

IATEFL International Association of Teachers of English as a Foreign Language

ICQ Instruction checking question

ICT/IT Information [Communication] Technology

IDLTM International Diploma in Language Teaching Management

IELTS In-service Certificate in English Language Teaching. Also: International English Language Testing System

IPA International Phonetic Alphabet

IWB/WB [Interactive] Whiteboard

KET Key English Test (Cambridge)

L1 Student’s first language

L2 Student’s second language

MPFA Meaning, Pronunciation, Form, Appropriacy (referring to teaching language)

OHP Overhead Projector

OCFB

Overseas Chinese Family Business

  Rate it:

OCFB

On Car Flow Bench

n

  Rate it:

OCFB

Open Class Feedback

PACS

Post-activity Correction Stage

PET Preliminary English Test (Cambridge)

PGCE Post Graduate Certificate in Education (UK)

PLN Personal/Professional/Passionate Learning Network

PPP Presentation-Practice-Production method

PW Pair work

SLT Situational Language Teaching method

STT Student talking time

SW The Silent Way

TBL Task-based Learning method

TBLT Task-based Language Teaching

TD Teacher Development

TEFL Teaching English as a Foreign Language

TESL Teaching English as a Second Language

TESOL Teaching English to Speakers of Other Languages. Also: Teachers of English to…

TKT Teaching Knowledge Test

TOEFL Test of English as a Foreign Language

TOEIC Test of English for International Communications

TP Used in CELTA to mean Teaching Practice

TPR Total Physical Response

TTT Teacher talking time. Also Test-Teach-Test, a variation of the PPP method.

YLE Young Learners English (Cambridge has 3 YLE exams: starters, movers & flyers)

Overall Post-lesson Observation

 

 Overall Post-lesson Observation

NARRATIVES Lesson planner TP2 LINKS

 NARRATIVES link book Smith and Watson Lesson planner

http://www.englishlessonplanner.com/plans/2038#sthash.2MyaukCk.dpufpro...

http://www.tolearnenglish.com/free/news/0gnationalities.htm

Jokes

http://iteslj.org/c/jokes.html

http://iteslj.org/Lessons/Condrat-Poetry.html

http://pt.scribd.com/doc/110050427/Sidonie-Smith-and-Julia-Watson-Reading-Autobiography

http://books.google.com.br/books?id=jHtHqqxHrVgC&printsec=frontcover&hl=pt-BR&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

http://www.englishlessonplanner.com/plans/4872#_=_

C:\Documents and Settings\Administrador\Meus documentos\Downloads\LP - TP 2 CELTA  Perpostions of place  - Jaballa-.htm

http://www.hippocampus.org/HippoCampus/English;jsessionid=D9E228B5AFCBCC1726DD0DCED7792DCF


http://www.englishlessonplanner.com/plans/1066