"Experienced" Teacher Training Videos
Following the outbreak of Covid-19, many of us teachers were forced into online teaching. I’ve documented my transition into 100% online teaching here. The most recent videos are at the top of this list. I’ve worked full time as a Cambridge Celta tutor throughout 2020 and I’ve really been “leveling up” my online teaching competence. I hope these videos will give you ideas for your own teaching. If you are also a Celta tutor, I would be more than happy for you to share these videos with your trainees. The videos with blue titles are the ones that I taught. The green ones are from other experienced teachers.
Test-Teach-Test (or is it Test-Teach-???)
1 December 2020 (30 MINUTES)
Normally you’d want a lesson to be complete if it were for observation. I was filling in and clarifying some language (causative: have/get someone to do something etc.) to help out a teacher who was responsible for extended controlled and freer practice. Rather than use the materials from the book, I gave the students instructions for a freer practice that generated the target language. I then captured some of the language they used to upgrade it to the causative. Clarification was a bit lengthy, but it was thorough. As I had pre-selected language items to focus on, you can’t call this TBL. It is simply test-teach-test. The final test, or practice, is simply not in the video as another teacher did this.
Text-Based grammar: Animal Encounters
30 NOVEMBER 2020 (70 MINUTES)
This was a text-based grammar lesson that used an adapted reading activity to contextualize the past perfect. This was definitely a “grammar McNugget” lesson where I took learners through presentation, production, and practice. Past Perfect was perhaps a bit ambitious for this group. There was a good bit of pronunciation clarification and experimentation of the “brick and mortar” drilling technique that I learned about from listening to an interview with Mark Hancock on the TEFL Training Institute Podcast.
TBL: Strict Parents
30 November 2020 (45 minutes)
The original plan was to have students prepare to talk ing groups about their parents’ parenting styles after committing to a questionnaire. After speaking with a partner or two, they would work with a partner to write a report to share with the class, then listen/read a gapped text about my parents (to notice the gap). As we only had 3 students, we did a speaking activity followed by feedback on language and then a gapped-text activity.
Dogme: Every Picture Tells a Story
14 Nov 2020 (35 minutes)
I chose a photo from a website to get learners to generate a text by working together on Google Docs. While they worked I reformulated the text. Based on “Every Picture Tells a Story” of “Teaching Unplugged: Dogme in English Language Teaching” (Meddings and Thornbury).
Listening (6 Degrees of separation)
26 Oct 2020 (50 minutes)
This is the first time teaching this group of pre-intermediate learners. It was a listening lesson. I tried to use a screen recorder (SnagIt) so that you can see what I’m doing with the files. This is a multilingual class (L1s: Mandarin, Vietnamese, Spanish).
Vocabulary (multilinguals and polyglots)
26 Oct 2020 (66 minutes)
This is the first time teaching this group of upper-intermediate learners. It was a vocabulary lesson. I tried to use a screen recorder (SnagIt) so that you can see what I’m doing with the files. This is a multilingual class (L1s: Mandarin, Vietnamese, Spanish).
Reading (Identity Theft)
27 Oct 2020 (50 minutes)
This is the third time teaching this group of upper-intermediate learners. It was a reading lesson. I tried to use a screen recorder (SnagIt) so that you can see what I’m doing with the files. This is a multilingual class (L1s: Brazilian Portuguese, Mandarin, Amharic).
Dec 2020 (72 Minutes)
This was a solid writing lesson that included good preparation, time to write, and feedback. It was taught by a previous trainee on an online Celta. The lesson reformulation started at about the 50-minute mark. Another teacher (Mathew) reformulated the learners’ writing. This is not normally done in open class on a Celta, but the students appreciated it. This is often done in Dogme ELT.
(L1 is Mandarin)
Text-based Grammar (Superlatives)
June 2020 (55 Minutes)
This was a grammar lesson taught by a previous trainee on our online Celta. Candidates on Celta courses will get a lot of good ideas from this lesson with teaching Grammar to lower level learners.
(L1 is Mandarin).
Dec 2020 (40 Minutes)
This was an effective vocabulary lesson taught by a previous trainee at the end of the course. It includes effective language clarification techniques and practice. The final feedback stage was cut short, unfortunately, due to time. (L1 includes Mandarin, Portuguese, and Aramaic)
Listening and vocabulary (scams)
Dec 2020 (60 Minutes)
This lesson was a listening and vocabulary lesson that challenged the level well. Technical problems were handled effectively and aims were achieved in the end. (L1 includes Mandarin, Portuguese, and Aramaic).
6 May 2020 (66 minutes)
I was familiar with this group but it was back when I was trying to transition into teaching group classes online. I think every possible anticipated/unanticipated problem happened during this lesson. This is a monolingual class (L1 is Mandarin).
Vocabulary (Describing people)
21 May 2020 (90 Minutes)
I was familiar with teaching this class but I hadn’t taught online much before this time. I used a test-teach-test framework and tried to get them to describe visuals before clarification. This is a monolingual class (L1 is Mandarin).