We’re getting ever closer to the end of the endless CELTA Trainer-in-Training tasks :D. Now you know why I canceled my two-week holiday to Hong Kong before the start of my training in August last year.
The Written Assignment task was the eighth in the series of tasks I had to do before and during the intensive CELTA on which I did my training. And the one I almost didn’t do. There were two parts to this task:
TASK 1: Shadow marking of written assignments
Before you begin shadow marking, look again at the criteria for the assessment of written work in the CELTA Syllabus. Include the copies of these assignments and your comments in your portfolio.
TASK 2: Designing written assignments
In the latter stages of the course, design two written assignments which you think could be used on future courses. Attach these to your portfolio.
I avoided marking the assignments because I hadn’t done the Pre-course task related to this, and therefore felt under-prepared to dive into the assignments during the course. Essentially, I had to do the pre-course task and familiarize myself with the written assignment assessment criteria before I could mark the assignments. (more…)
The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
I decided to take the CELTA because it seemed like a fairly easy way to make some money while I traveling. However, a mere month’s exposure to teaching has given me the confidence to pursue teaching English as a serious career alternative, should I ever get sick of political antics and swindlers’ conspiracies. All through my life, people told me I would make a decent teacher. Now, I believe it. I believe it because I have braved the utterly nerve-racking schedule of assignment submissions and lesson planning and teaching without falling apart. Though I learned a lot from our wonderful trainers (full credits to Gabbi and Maureen) and my absolutely wonderful classmates, I really have miles to go before I sleep (literally).
A month is a very short time to learn something but it is admirable that all of us have had such a tremendous growth curve. Personally, I know I have become much more confident about standing in front of a classroom full of students and talking about the finer points of the English language. (more…)
Written sometime in mid-2009:
The last of the four assignments we did during CELTA was a piece of cake. The only horrid part about it was that we had to do it in the last week, when we also had to present our hour-long lesson plan, which had us all in a frenzy! In the midst of all the excitement, the end of the course and all, we also had to deal with the Fart Machine madness.. hahaha. Fernanda, the crazy Brazilian teacher doing the CELTA with us, was intensely fascinated by all things nubile. She bought a fart machine to use on her students back in Americana (near Sao Paolo) but used it in class with us first! hahaha…. I have to admit, it was fuuuuunny, and I was her partner in crime 😉
Anyway, so in the midst of the madness, we had to do this assignment on lessons we’ve learnt during the CELTA. Again, there were all kinds of arbit guidelines we had to follow.. it was intensely stupid, but the only way to ensure my $2500 did not go in vain was to follow the guidelines. Sigh.. bureaucratic paperwork! (more…)
Most of the students in my elementary teaching group are students who have come to San Francisco for a few weeks or months to study English at St. Giles. Many students eat out regularly at cafes and restaurants. It can be a challenge to find a good place to eat everyday – a place that is inexpensive and in the neighborhood.
Yelp.com can be a useful resource for students to help them decide where to get the next meal. To develop their reading and comprehension skills, I chose to introduce students to reviews on Yelp.com. I chose the reviews of a neighborhood restaurant that all students will be familiar with. An authentic text will help students develop and practice their receptive skills while exposing them to written English used by native speakers.
With the chosen text, students will be able to practice skills such as skimming for gist, reading for comprehension and scanning for information. (more…)
The third assignment we did during CELTA was also fun. We had the choice of doing the assignment on either Reading Skills or Listening Skills. Since we also needed to reproduce the materials for the assignment, everyone obviously chose to do it on Reading Skills. Much easier to just copy, paste text from somewhere than get listening material. I wonder why they even give us a choice.. haha!
We also had the choice of picking reading material straight from the book or choosing an authentic text (text that has actually been published – online or on paper – and not been graded to the reading level of the ESL students). I definitely wanted to an authentic text.. I was bored to death with the awfully boring stuff in the ESL textbooks, and I thought students must find authentic texts more interesting, even though it can be more challenging and may contain words they haven’t come across. (more…)
For the purpose of this assignment, I interviewed Maryanne Yamamoto, a 28-year-old Japanese student in the Elementary English class. Maryanne works in a trading company in Japan. Her job requires her to read documents written in English and speak in English with clients. She wants to improve her spoken English and receptive skills so that she can communicate effectively.
Maryanne began studying English in school at the age of 13. She studied English literature for four years in college but says she didn’t learn much. “We study Shakespeare but not full book, only short (extracts),” she says.
Maryanne said she likes to learn English by speaking, writing, looking at pictures and working with friends. With the help of a Multiple Intelligence questionnaire (Multiple Intelligences and Language Learning, 2005 Alta Book Publishers), I determined that she has high linguistic intelligence, visual/spatial intelligence and interpersonal intelligence. This proves that she learns best by seeing, speaking, visualizing and hearing the language, and working in groups with other students. (more…)
So here’s the second in the series of CELTA assignments I decided to post on this blog. It almost seems like the number of posts in the CELTA category are going to exceed the total number of other posts in different categories! Shame, considering I started this blog more than two years ago. Stupid internet addiction has overtaken life, sigh.. I barely write anymore, I should I should. Promise to write more beginning next month (am harboring a huge secret inside me that’s just waiting to burst out.. when I can’t hold it in any longer, I’ll write it down here).
Oops, I did it again.. the digressions.
Anyway, so this assignment, the second we had to do during the month-long course, was a hundred times more interesting than the first, which if you’ve seen it, you’d know was dry as a rehab doll 😉 This assignment, which our trainers called ‘Focus on the Learner’ was more my style, i.e. journalistic. (more…)