Presented by: Fella BoudjemaEnglish Lecturer and CELTA holder

To increase your conscious knowledge and general awareness of the English language so that you develop a grasp of your subject and can be clear when you are teaching.

To give you sufficient background to be able to make informed and intelligent choices about your lessons.

Psychological Differences Study Habits Personality Differences Motivation Different Purposes “Errors are no longer regarded as evidence of

failure on the part of the student but as valuable evidence for the state of their interlanguage.” (Sheerin, 1989).

The rules that govern the way words are combined and sequenced in order to form sentencesThe purpose for which a language item is used

The place in the world where an instance of language occurs, or the words surrounding it in a textThe way that sounds are produced when speaking a languageThe area of language learning that is concerned with word knowledge

Function

Grammar

Pronunciation

Vocabulary

Context

A continuous piece of speech or writ ing, having a communicative purpose and a dist inct ive organisationA grammar pattern that generates examples, such as the present perfect

The way that words or structures are written or pronounced

Variation in a person’s use of language due to situational factors, such as context and degree of familiarity

The basic meaning of a word or structure, independent of context

Style

Text

Form

Structure

Concept

Receptive:

gist Specific information Detailed understanding

Productive:

Fluency Coherence Discourse

In a normal lesson the fraction is:

◦ 1/3 language◦ 2/3 skills

Sheerin, S (1989).Self Access. OUP. Pp 4-6. CELTA 5 Training CELTA Course