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CELTA Teaching Strategies and Framework

This document provides a rationale for the CELTA (Certificate in English Language Teaching to Adults) framework. It discusses using positive reinforcement to encourage students to speak only English in class. It emphasizes activating students' real-world knowledge through pictures and context checks to reduce cognitive load. A variety of teaching methods are recommended, including drills, stories, pictures and role plays, to develop accuracy, fluency and communicative ability. The document also provides guidance on structuring lessons with clear aims and addressing potential problems.

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219 views2 pages

CELTA Teaching Strategies and Framework

This document provides a rationale for the CELTA (Certificate in English Language Teaching to Adults) framework. It discusses using positive reinforcement to encourage students to speak only English in class. It emphasizes activating students' real-world knowledge through pictures and context checks to reduce cognitive load. A variety of teaching methods are recommended, including drills, stories, pictures and role plays, to develop accuracy, fluency and communicative ability. The document also provides guidance on structuring lessons with clear aims and addressing potential problems.

Uploaded by

David
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

CELTA rationale

FRAMEWORK (CUMFP)

CONTEXT
USE
MEANING
FORM
PRONUNCIATION

When classes are monolingual, stop them talking in their first language: use English only.
Don’t rebuke them but use positive reinforcement.

Schema (schemata) – activate their knowledge of the real world: e.g. show a picture of the
context of use.

It’s not what a word means but how it is used – context and situation reduces the cognitive
load (vs memorization).

CCQs – Context Checking Questions


Don’t ask ‘do you understand?’ (They’ll say yes.)
Use CCQs to check their understanding (and level):
‘Can I borrow it?’ YES
‘Do I have to give it back?’ YES
‘Can I keep it?’ NO

Gap Fill exercises check accuracy.

Free reading and speaking develops fluency.

Use IRL situations in which communication must happen to practise grammar/systems.

Use simple, short instructions. Don’t talk too much.

Methods

Drills/repetition of vocab
Stories
Pictures

If students don’t want to talk to each other – this helps you identify mistakes and it’s useful
to practise different skills. (It also builds rapport)
LESSON STRUCTURE

Learning Aims/ Outcomes ‘By the end of the lesson, learners will be able to…’

Potential Problems ‘Learners may struggle with… therefore…’

Personal Aim ‘I want to improve my…’

Stages ‘Stage 2 will involve…’

Procedures ‘The student will parse a sentence’

Interaction ‘The teacher will explain to the students’

Stage Aim ‘This stage equips the student to… it relates to the Learning
Aims in this way…’

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