CELTA p/t daytime course handbook
CELTA Course Handbook Contents page Course Overview and Syllabus Important Dates
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Cambridge English Teacher Contact Details Candidate Portfolios Assignments Photocopying, IT Facilities and iLearn Teaching Practice Checklist Criteria for Assessed Teaching Practice Recommended Reading Glossary of Terminology
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The course is an internationally recognised introductory training and certification programme. It is designed to give you a thorough grounding in all aspects of teaching language to adults.
Course Overview The CELTA Course is an 18 - 20 week course. It takes place every Thursday from 09.00 to 17.00 (approx). In the early stages of the course you may be required to stay later on a Thursday afternoon. However, as the course progresses and you become more confident in your planning you may be free to leave by about 16.30. The day is divided into 2 input sessions in the morning (these will relate directly to your Teaching Practice (TP) and written assignments) and an afternoon of Teaching Practice (TP). TP is followed by a brief group feedback session leading on to tutor assistance for your TP planning. Teaching practice and observations 2
Over the course you will teach at two different levels. You will be observed by different tutors at both levels. You will be responsible for recording information regarding your own teaching practice and development. In teaching practice (TP) you will be expected to cover all 4 skills areas (reading, writing, speaking and listening) in addition to grammar and vocabulary at each level that you teach. During TP you will be given observation tasks to complete. These will form the basis of post lesson feedback and are important for your own development. You must keep records of completed observation tasks in your personal files as these will be extremely useful for your written assignments. Throughout the course you will also observe qualified teachers. An observation task will be given each time and must be completed. As above, these tasks will aid you when you come to write your assignments. Attendance and punctuality Attendance and punctuality are of utmost importance, 100% attendance is a specified course requirement and punctuality is imperative. If you are unable to attend a session due to exceptional circumstances you must contact one of the course tutors ASAP (see contact details). If you are going to be late for a session you must also contact one of the tutors or the ESOL department. NB It is not enough to send apologies etc. via e-mail, instead contact must be made with an appropriate member of the CELTA team. Missed work will be discussed with tutors and we will arrange for any missed TP / observations to be made up on an alternative day of the week. Adequate time must be allocated to enable this to take place and it may require you to attend outside of normal course times. Assignments During the course you will be given 4 assessed written assignments. It is possible to resubmit each one once only. If you fail two assignments you will automatically fail the course. Help and guidance are offered at all stages of the course and there should be no reason for you to fail an assignment. Please note, three assignments and any resubmissions must be handed in and marked before the final assignment is submitted. PLEASE NOTE: Deadlines for the submission of assignments should be met and assignments submitted at 9am on the due date. If, under exceptional circumstances, you require an extension, this will need to be negotiated with the tutor prior to the deadline. Please contact us by email or telephone to discuss this. In addition to the assessed assignments you may also be given research tasks to complete before the relevant input sessions. These are not assessed but must be completed before the given date and brought with you to the relevant input session. You will receive 2/3 tutorials during the course, at least one of which will be face to face. The CELTA course is extremely holistic in nature and nothing should come as a surprise. If it is felt that you are not 3
performing to a satisfactory standard you will be informed immediately and action points to work on will be discussed. As the course is externally moderated, a Cambridge Assessor will attend a full day’s session. They will assess candidate portfolios as well as some examples of teaching practice. The date of this visit will be confirmed later in the course and will not take place until the final few weeks. Deferrals In exceptional circumstances and at the discretion of the centre, candidates may complete the assessment requirements on a subsequent course. This must be applied for in writing and be agreed with all course tutors. Candidates must complete on the following course provided that the interval is no greater than 3 months. Full payment for new course fees will be required. Withdrawals If you decide to withdraw from the course, this must be done in writing and with the agreement of all course tutors. You will not receive a final award from Cambridge. Complaints The college has a structured complaints procedure which you will be provided with during induction.
Reading and reference books You will find a recommended reading list in this handbook and, while we don’t insist that trainees buy any specific books, we recommend you have access to a grammar reference book e.g. Michael Swan, Practical English Usage or Martin Parrot Grammar for English Language Teachers. We also recommend you use a teaching methodology book e.g. David Riddell Teaching English as a Foreign Language, Jim Scrivener Learning Teaching or Jeremy Harmer The Practice of English Language Teaching.
Please remember that everyone is here to help you. Do not hesitate at any point to contact the tutors with any questions or queries you may have. You may e-mail us at any time. Finally, enjoy the course! Although it is demanding we are sure you will find it extremely enjoyable and fulfilling!
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Syllabus During the course you will cover the following ground. Each input session is designed in such a way that you will receive both the required theory and practical ideas to take with you into the classroom. Productive skills
Speaking skills
Receptive skills
Writing skills Reading skills
Phonology
Listening skills The phonemic chart Sentence stress Word stress Drilling techniques
Vocabulary / lexis
Features of connected speech What does it mean to “know” a word?
Language analysis / grammar Lesson planning Teaching basic literacy Materials design / evaluation Teaching methodology
Synonyms, antonyms, homophones, homonyms, lexical sets How to analyse language for teaching purposes Planning a lesson, planning a series of lessons Basic needs of the literacy learner Using and evaluating authentic and published materials PPP (Presentation , Practice, Production) TTT (Test, Teach, Test)
Features of teaching ESOL
Presenting language through a text Differentiation Numeracy Using IT in the classroom Teacher roles and responsibilities Assessment Testing and– EFL and ESOL exams
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Important Dates Holidays Easter break: 7th – 21st April Please note: CELTA restarts on Thursday 24th April Half term breaks: week commencing 17th February and week commencing 26th May Assessor’s visit To be confirmed - this will be in the final few weeks of the course.
Cambridge English Teacher Online Professional Development Cambridge English Teacher is the professional membership that supports teachers’ development. The website provides short courses, webinars, knowledge, networking and more. Membership will give you unlimited access to these resources which will help you with your CELTA training now and with your jobhunting and career progression in the future. Membership is included in the cost of your CELTA course and you will be given a voucher with a unique code which can be used to register at: www.cambridgeenglishteacher.org
Contact Details Barnet and Southgate College main switchboard 020 8982 5050 CELTA TRAINERS: Amy Urry - Main Course Tutor amy.urry@barnetsouthgate.ac.uk Ext. 6050 Nefi Dizdarevic - Tutor nefi.dizdarevic@barnetsouthgate.ac.uk Ext. 2533 or 6437 Louise Canham - Tutor and CELTA Course Manager louise.canham@barnetsouthgate.ac.uk Ext. 2508 / 6050 CELTA COURSE ADMINISTRATOR Sheila Maclaren sheila.maclaren@barnetsouthgate.ac.uk Ext. 5146 7
Candidate Portfolios All candidates will receive a CELTA 5 booklet. This is official Cambridge property and must not be defaced in any way. You will be told how to complete the relevant sections throughout the course. It is your responsibility to ensure that all records are kept up to date and the booklet is kept on site at all times. You are asked to buy a large A4 ring binder at the beginning of the course. This will be used as your candidate portfolio and must be kept on site at all times (it is possible we may receive on the spot inspections). Your portfolio must include all of these items and be organised in the following way: 1. Your CELTA 5 (on top) 2. For each of your nine lessons, a plastic punched pocket including: • • •
Your lesson plan, language analysis, lesson materials (the copy with written comments from the tutor), in this order Your self evaluation (completed immediately after each lesson) Tutor feedback sheet (at the back, facing outwards)
This information should be arranged in reverse chronological order, (i.e. with the last lesson on top). 3. Written assignments and tutor feedback. Please note: You must include any resubmissions here. Please note that your entire portfolio remains the property of Cambridge ESOL.
One year after the completion of the course you may contact the college if you wish to collect your portfolio. Any unclaimed portfolios will be disposed of 18 months after the course completion date.
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Assignment 1
Focus on the Learner
(750-1000 words)
Choose a student from your TP group. Observe one student during TP and make notes on his/her learner style, language and pronunciation problems. Interview the student to confirm your observations and find out about his/her background and motivation for learning English. You can use the attached questionnaire to help you. You will find it useful to record the learner. Collect pieces of the learner’s writing. Part A • •
Write about the learner’s background, interests and motivation for learning English. Analyse the learner style of your chosen student and make suggestions about how you could help him/her to become a more successful learner of English.
Part B •
Identify and comment on your student’s weaknesses. Choose two main areas of grammatical difficulties For each area, identify the difficulty and include a transcription of spoken and written samples as evidence. Include a description of activities and tasks you recommend to help your learner. Put any tasks/activities in an appendix. Provide reasons for their use. Consider what you wrote in part A to support your reasons, referring specifically to the learner’s interests and learning style. Choose two main areas of pronunciation difficulties For each area, identify the difficulty and include a transcription of spoken samples as evidence ensuring you include phonemic script where appropriate. Include a description of activities and tasks you recommend to help your learner. Put any tasks/activities in an appendix. Provide reasons for their use. Consider what you wrote in part A to support your reasons, referring specifically to the learner’s interests and learning style.
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Assessment Criteria: You need to demonstrate learning by: • • • • • •
showing an awareness of how a learner’s/learners’ background(s), previous learning experience and learning style(s) affect learning. identifying the learner’s/learners’ language/skills needs. correctly using terminology relating to the description of language systems and language skills. selecting appropriate material and/or resources to aid the learner’s/learners’ language development. providing a clear rationale for using specific activities with a learner/s, based on interests and learning style. finding, selecting and referencing information from one or more sources.
YOU MUST INCLUDE A BIBLIOGRAPHY In addition, your assignment must demonstrate: • • • •
relevance to the rubric task completion (all of the rubric addressed) length accuracy of spelling, punctuation and use of language
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LEARNER PROFILE QUESTIONNAIRE Name: _______________________________________________________________________________________ Age: ________________________________________________________________________________________ Nationality: __________________________________________________________________________________ Profession: ___________________________________________________________________________________ Native language: ______________________________________________________________________________ Other languages spoken: _______________________________________________________________________ Level of English: _______________________________________________________________________________ Period spent studying English: ___________________________________________________________________ Previous learning experience: ____________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Reasons for studying English: ____________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Something easy about English: ___________________________________________________________________ _____________________________________________________________________________________________ Something difficult about English: ________________________________________________________________ _____________________________________________________________________________________________ Your favourite and most disliked activities in class: __________________________________________________ _____________________________________________________________________________________________
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Assignment 2
Language related task
750-1000 words
Task This assignment involves analysing language. On the next page is a typical text that you might use in class. Look at the items in the grids on the following pages (also underlined and in bold within the text) and, for all 3 grammar structures and both lexical items: •
Analyse the meaning (in this context), form and pronunciation of the item;
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Identify any problems students may have with meaning, form and pronunciation and provide realistic solutions;
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State which references you have used to help you in your analysis.
Cambridge ESOL specifies that for this assignment successful candidates can demonstrate their learning by: • • • •
analysing language correctly for teaching purposes correctly using terminology relating to form, meaning and pronunciation when analysing language accessing reference materials and referencing information they have learned about language to an appropriate source using written language that is clear, accurate and appropriate to the task
To meet these evaluation criteria, it is necessary to: • • • •
state the meaning, form and pronunciation of your target language anticipate realistic problems your students might have offer realistic solutions to these problems (this may include deciding not to deal with this problem in this lesson though you will need to justify this) list the reference books you have used to research the language
Adapted from an assignment used at International House, London
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Language related task
750-1000 words
Candidate’s name: ……………………………………………………… Use the following check list to ensure you have included everything in this assignment. Use this page as your cover sheet. Check that you have: Meaning/use: o analysed the meaning/use of the target language (TL) in the given context o analysed the target language and not the context (grammar) o analysed only the words in bold (grammar) o identified realistic potential problems o included concept check questions (CCQs) for all five items o not used the target language in the CCQs (grammar) o graded the CCQs o covered the full concept with the CCQs o included answers to the CCQs Form: o identified what the structure is called eg. future perfect simple (grammar) o analysed how the structure is made (grammar) o sufficiently analysed the parts of speech eg separable phrasal verb (lexis) o sufficiently analysed the grammar of the lexis eg. countable or uncountable noun (lexis) o identified realistic potential problems Pronunciation: o transcribed all and only the TL in bold o indicated any weak forms and sentence stress (grammar) and word stress (lexis) o identified realistic potential problems
Berlin, 14th July
Dear Ian, It was great to hear from you. I’m sorry I haven’t written sooner, but my mother hasn’t been very well, so I’ve been looking after her. She’s a lot better now. I was so pleased to hear about your promotion. You deserve it – you’ve worked so hard at that job. Well Done! I wish you were here so we could go out and celebrate. Actually, I’ve got some good news too – I’ve got a new job! You know I was fed up with my old one. Well, one day I was looking through the ads in my local paper when I saw a job for an English school administrator. As you know, I’ve been looking for a job where I could use my English. So I applied for the job and got it. I’m really enjoying it and I’ve already learnt loads of new things. I have to answer the phone, send out information and deal with any problems students have. Actually, if I hadn’t got the job, I’d have gone to live with my brother in England. By the way, have you heard about Anna and Giorgio? They’ve called off the wedding. I’ve no idea why, but Giorgio’s gone back to Italy and Anna’s refusing to talk to anyone about it. I feel sorry for her parents – they’ve sent out all the invitations and now they’ve got to tell everyone that the wedding’s cancelled. How embarrassing! Well, I suppose it’s better that they’ve split up now rather than after the wedding! Apart from that, everything’s fine here in Berlin. Don’t forget that you’re always welcome to come and stay – I’d love to see you – but not in August – I’m going on holiday to Spain then. I’ll send you a postcard! Anyway, I must go now. Write soon and tell me how you are. Lots of love, Pia PS Guess what! I’ve finally passed my driving test.
Bold = lexical items Underlined and bold = grammar structures
Grammar 1 I was looking through the ads in my local paper when I saw a job for… Meaning: Form: (include the name of the structure and a breakdown for the students) Pronunciation: 2 If I hadn’t got the job, I’d have gone to live with my brother Meaning: Form: (include the name of the structure and a breakdown for the students) Pronunciation: 3 I’ve finally passed my driving test Meaning: Form: (include the name of the structure and a breakdown for the students) Pronunciation: Reference books used:
Anticipated problems
Possible solutions and CCQs
Lexis 4 promotion Meaning: Form: Pronunciation: 5 fed up Meaning: Form: Pronunciation: Reference books used:
Anticipated problems
Possible solutions and CCQs
Assignment 3
Language Skills Related Tasks
(750-1000 words)
Bearing in mind the group of students you are currently teaching, choose a text that you would use with this group to develop and practise the receptive skills of reading or listening (not both). You can select an authentic text, a text from supplementary sources or a text from the course book you are using in TP. Submit a referenced copy of the text with the assignment and address all of the points below: • • • • • •
Say why you have chosen the text for this specific group of learners. Say what receptive language sub-skills could be practised using this text e.g. reading for gist, reading for specific information, etc. Design and submit tasks for practising these skills- you must design four tasks. Say why you are going to use these tasks. Say what productive language skills – speaking and / or writing- could be practised in relation to the text. Design and submit two tasks for practising these productive language skills. Say how the learners would be supported through these tasks.
Do not design a lesson plan or give a running commentary of how you would teach the lesson. It is not necessary to design tasks that focus on language development or pre-teaching i.e. structure or vocabulary. You should refer to any background reading you have used. If you choose to use a course book, you must submit copies of the text and any accompanying material in appendix. Assessment Criteria: You need to demonstrate learning by: • correctly using terminology relating to language skills and sub-skills. • relating task design to language skills. • finding, selecting and referencing information from one or more source. YOU MUST INCLUDE A BIBLIOGRAPHY In addition, your assignment must demonstrate: • relevance to the rubric • task completion (all of the rubric addressed) • length • accuracy of spelling, punctuation and use of language Adapted by Martie Therese Swabey from an assignment designed by Jane Comyns Carr and Matthew Barnard used at International House, London.
Assignment 4
Lessons from the classroom
(750-1000 words)
For this assignment you need to consider all the classes you have observed and all the classes you have taught during the course. The assignment is in two distinct parts. Each part should be about 400 words, making a total of 800 approximately words.
Part A •
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Take notes as you observe lessons and complete your observation tasks, both the lessons of your peers during teaching practice and the lessons you observe of experienced teachers at Southgate College. Pay attention to both the teachers and the students, particularly to the teaching methodology and the students’ learning styles. Identify four areas you have observed and summarise what you have learned about the areas you have focused on, e.g. giving clear instructions, using concept questions to check meaning.
Part B •
For this section you need to reflect on your teaching so far (look back over your feedback sheets and tutorial notes).
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Summarise your strengths and weaknesses in teaching and areas where you feel you have made progress. When describing weaknesses, focus on a maximum of three areas and describe strategies you are going to use in order to improve in these areas after the course.
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Describe how you might develop your ELT knowledge and skills after the course. Be specific regarding any books, courses, professional organisations, etc. which you mention
Assessment Criteria: You need to demonstrate learning by: • noting down your own teaching strengths and weaknesses in different situations in light of feedback from learners, teachers and teacher educators. • identifying which ELT areas of knowledge and skills you need further development in. • describing in a specific way how you might develop your ELT knowledge and skills beyond the course. In addition, your assignment must demonstrate: • relevance to the rubric • task completion (all of the rubric addressed) • length • accuracy of spelling, punctuation and use of language
Photocopying and IT Facilities When preparing your lessons and completing assignments, you can use the facilities at the college.
PHOTOCOPYING Reprographics: room 5 (main block, ground floor) Hand in hard copies in person (complete orange form) or via e-mail (printroom@barnetsouthgate.ac.uk). Please
note: 3 days’ notice required
Open Monday to Friday 9:00–16:30 No cost to trainees
COMPUTING, PRINTING AND PHOTOCOPYING Southgate LLRC and Progression Centre •
Your Username is your college ID number
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Your first time password is your first initial (upper case), the first letter of your surname (lower case) & date of birth (dd/mm/yyyy), for example John Smith born 14th January 1983 would have the password Js14011983
Open Monday to Thursday 9.00–18:00, Friday 9.00 –16:00 (Opening times subject to change, please check with LLRC and Progression Centre staff) £4 photocopy allowance given to each trainee
iLearn This is a college course management system. On it, you will find extra information about the course. You will also be able to communicate with other trainees on the course using the iLearn forum. You will be given details about how to log on during your induction.
TP Check List On the day 1. Have you made all necessary amendments to your plan? 2. Do you have enough photocopies of materials for all of the students? 3. Have you made a copy of your plan and materials for your tutor? 4. Have you cued your tape / checked your CD (if you are using one)? 5. Do you have a tape recorder / CD player in your TP room? 6. Do you have all the necessary teaching aids e.g. board pens, OHP pens, etc.? 7. Have you practised getting the OHP in focus? 8. Do you have a self- evaluation form to fill in after you have taught? 9. Do you have an observation task to complete after you have taught? 10. Has someone in your TP group completed the TP register? At the end of the day Make sure you file all lessons plans, materials, tutor feedback sheets, self-evaluation forms and observation tasks in your portfolios. Do you know what you are teaching the next week? Do you have the necessary pages from the teacher’s book, CDs, etc?
Stage Criteria for Teaching Practice Stage 1
Rapport with students Use of students’ names Organisation of pairs and groups Clarity of instructions Student Talking Time (STT) vs Teacher Talking Time (TTT) Eye contact Voice volume and projection Gesture and mime Attention spread Position in the class Clarity of board work Clarity of procedural notes Ability to keep students’ attention Ability to stop activities Response to student error Response to tutor feedback Co-ordination with peers
Stage 2 In addition to the stage criteria for stage 1
Presentation of lesson plan Attention to procedural detail Wording of aims Appropriate staging Attention to timing Careful and appropriate research of target language Appropriate feedback staging Clear and relevant use of board Response to pronunciation Ability to produce relevant handouts for students Awareness of a need for a balance of STT and TTT Ability to reduce TTT in instructions/explaining language Ability to offer constructive criticism of own and other teachers’ lessons Response to advice given by peers and tutors Effective use of classroom aids (OHP/tape recorder)
Stage 3 In addition to the stage criteria for stages 1 and 2
Ability to plan independently Ability to achieve lesson aims Clear lesson plan: front page Clear lesson plan procedure Usability of plan Attention to level of challenge Attention to students’ motivation Ability to maximise student involvement Effective staging of a lesson Appropriate metalanguage Attention to student-centredness Evidence of careful monitoring Evidence of error focus and staging feedback Ability to adapt and supplement the course book Ability to evaluate own teaching Ability to assess what students have gained from a lesson
Recommended Reading Teaching Methodology Teaching English as a Foreign Language Learning Teaching The Practice of English Language Teaching The Teaching Practice Handbook
– David Riddell – Jim Scrivener – Jeremy Harmer – Gower and Walters
Grammar Reference Practical English Usage Grammar for English Language Teachers English Grammar In Use Teaching Tenses About Language How English Works Learner English
– Michael Swan – Martin Parrot – Raymond Murphy – Rosemary Aitken – Scott Thornbury – Swan and Walter – Michael Swan
Dictionaries / Thesaurus Macmillan English Dictionary for Advanced Learners Oxford Advanced Learner’s Dictionary Language Activator – Longman Classroom Activities Five Minute Activities -P. Ur Reward Teacher’s Resource Pack Elementary/ Intermediate/ Advanced Communication Games Speaking Skills Discussions That Work - Wallwork A - CUP Pairwork A & B - P. Watcyn-Jones Discussions That Work - CUP Keep Talking – F. Klippel - CUP Writing Skills Writing Games -J. Hadfield Reading Skills Reading Games – J. Hadfield Pronunciation English Pronunciation In Use - CUP Ship or Sheep A. Baker Pronunciation Games -M. Hancock Vocabulary English Vocabulary In Use (Elem – Advanced)– CUP Phrasal Verb Organiser A Way With Words 1,2 & 3 - CUP
Glossary of Terminology Used on the Course Aims Activity STT/TTT Classroom management Concept check questions (CCQs) Drilling Context Eliciting Extensive reading / listening Intensive reading / listening Function Ice breakers / warmers Lexical item Monitoring
Lexis Stage Target language (TL) Skimming Scanning PPP (Presentation, Practice, Production)
Realia Anticipated problems
The things you hope will be done or achieved during an activity or lesson. A single exercise or game, etc. Student / teacher talking time. The moment by moment decisions and actions concerning organisation of the classroom and activities e.g. seating and grouping arrangements, stopping and starting activities, giving instructions, body language, etc. Questions that focus on the meaning of a language item. A common restricted use activity, involving students in oral repetition or very controlled oral practice. An example “situation”, e.g. using pictures or a text, in order to provide a context for a language item and give the students an illustration of a way that it would typically be used. A widely used technique for involving learners more in lessons. This involves drawing language from the students and using their existing knowledge rather than giving it to them. Reading or listening in order to gain a general overview of the contents. Careful and detailed reading of / listening to sections of text or speech. The purpose for which language is used in particular situations e.g. “Could you open the window?” = a request. Activities to help learners and teachers to get to know each other. A word or a number of words that could be considered to be a single item of vocabulary e.g. house, Wellington boot, put up with. When learners are involved in an activity where the teacher does not have an active role, the teacher can keep an eye over what is going on checking that instructions are being followed, collecting a list of language to be used later in the lesson or just helping the sts as necessary. Vocabulary One distinct part of the lesson, usually a single activity. The language the teacher is focusing on. Reading, usually done quickly, with the aim of understanding the general meaning or gist of a text. Reading with the aim of finding out specific pieces of information. An approach to grammar lessons based on the idea of giving small items of language to students (presentation), providing them with opportunities to use them in controlled ways (practice) and finally integrating it with other known language in meaningful communication (production). Real things which may be used in the classroom as an aid to teaching. Areas of your lesson (linguistic and otherwise) that you think your sts may have problems with.