1. CELTA TKT

2. CELTA Target candidature The Certificate in Teaching English to Speakers of Other Languages (CELTA) is an introductory course for candidates who have little or no previous English language teaching experience. It may also be suitable for candidates with some experience but little previous training.

3. Course aims The course enables candidates to: acquire essential subject knowledge and familiarity with the principles of effective teaching acquire a range of practical skills for teaching English to adult learners demonstrate their ability to apply their learning in a real teaching context. Candidates who complete the course successfully can begin working in a variety of ESOL teaching contexts around the world.

4. The syllabus consists of five specific topic areas: Topic 1 Learners and teachers, and the teaching and learning context Topic 2 Language analysis and awareness Topic 3 Language skills: reading, listening, speaking and writing Topic 4 Planning and resources for different teaching contexts Topic 5 Developing teaching skills and professionalism.

5. TKT A test of professional knowledge for English language teachers Language Language use and the background Practice of language teaching and learning Is assessed by means of objective format tests

6. Module 1 Language and background to language learning and teaching

7. Structures: grammar and functions Regularities or patterns Function in communication Can you pass the salt? Can you swim? Let’s …. What about….? How about….? An integrated syllabus

8. What aspects of a structure should you consider? 1. The form: The parts of speech Regular or irregular The spelling The pronunciation The word order/followed by any particular words or structures?

9. What aspects of a structure should you consider? 2. The meaning What can the past simple tense be used to talk about? 1.The past Last year I was in China. 2.To ask a question politely What was it you wanted? 3. To report what someone has said Mary said it was her birthday tomorrow.

10. What aspects of a structure should you consider? 3. The use How and when the language item is appropriately used? Would you like to come to the cinema on Sunday? (an invitation) Would you come with me? (an instruction)

11. What aspects of a structure should you consider? 4. Potential problems I should not have had that third piece of cake.

12. Approaches 1.Visual/oral contexts 2.Texts (written, listening) 3. Short dialogues 4. Giving or working out the “rule” 5. Test-teach-test 6. Student-based research

13. Inductive and deductive approaches Inductive approach Context – new structure Deductive approach Rule – practising Go back

14. Concept questions To check if the students understand the meaning of a language item. They had started the meeting when she arrived. 1.Was she there at the beginning of the meeting? 2.Did they start the meeting before or after she arrived? 3.……………………………………………………………………

15. Task 1 Aim: to give practice in drawing ”time-lines” to illustrate the meaning of structures. Procedure Draw time-lines to illustrate the meaning of the following structures: 1 I’ve been here since four o’clock. 2 He was going round the corner when he lost control of the car. 3 This time next week we’ll be lying on the beach in Florida. 4 I’m using this office while mine is being decorated.

16. Task 2 Aim To receive practice in writing questions to check that students understand new language. Procedure A 1 Write concept questions to check the understanding of particular language items. A I wish they’d come. B He used to go fishing every week. C She must have gone out.

17. Task 2 Procedure B 1.Write concept questions for a particular structure. 2.Ask colleagues to try to guess what is being checked. Procedure C 1. Get each person in your group to prepare concept questions for different items 2. Shuffle the items and questions. 3. Get the whole group to match them

18. The most suitable approach Inductive – deductive??? 1.The present perfect to talk about experience of events before: I’ve seen ‘Cats ’ six times. 2.Ways of expressing likes and dislikes: I really like…I hate…I absolutely adore…I can’t stand… 3. A comparison of the uses of so and such He’s such a good dancer. He’s so good.