Resources to support teaching of Idioms about Secrets. Adapted from Speak Out! Advanced Unit 5.1 ‘ Family Secrets’ (p56)

A short activity I often use for a warmer/filler activity in the EFL classroom. Learners need to say the past participle of the verbs on the card and match them by rhyme.

These materials are part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. The resources here are the 14 week SOW, microteach feedback forms and student/peer observation forms. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This is a handout which sets up a research task for Closed Groups, where learners will create a handout which examines the the spelling, vocabulary, grammar, syntax and pronunciation concerns a language teacher would need to be aware of for teaching a closed-nationality group of learners. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

Two lessons which explore the shape and elements of a short story, using technical vocabulary and Freytag’s Linear Plot Structure. There are plenty of short stories included in this pack, which are differentiated for learners. The end result of the lesson is that learners will write a 55 word short story to be shared with the class.

This advanced vocabulary and grammar lesson teaches concessional clauses to give information that contrasts with the information in a main clause declarative. This lesson is adapted from the Speak Out! Advanced ed.2, 6.2, ‘A Global Language?’, (pp.71-2).

This lesson explores adverbials of time to express narratives. There is a reading, CCQs, a ‘natural language’ quiz, and ends with a guided and freer writing practice. Adapted from the Speak Out! Advanced series.

This lesson encourages learners to differentiate between different uses of the passive voice and be able to write a short myth they have created using the passive aspect. Adapted from Speak Out! Advanced, 5.3. ‘Truth or Myth?’ (pp.59-60)

In this lesson, learners use socio-linguistic lexis to describe how ‘accentism’ reinforces class stereotypes. LO1 to recall and use terminology and theory from previous lessons LO2 to identify possible linguistic variation between classes and explain why these variations may occur LO3 to debate whether one should keep their accent or change it

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This first lesson of the course outlines the course and includes games. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This second lesson of the course which introduces grammar in the ESOL classroom. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This is the third lesson of the course which works through a series of acitivites introducing phonetics, the phonemic chart, and it’s useage in the ESOL classroom. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This forth lesson of the course puts students in the position of an MFL student using a range of vocabulary learning activities. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This lesson of the course demonstrates a range of activites which use popular songs which can be used to teach ESOL. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This fifth lesson of the course overviews the Presentation, Practise, Production (PPP) model used to scaffold grammar and skills lessons. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

his lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This lesson of the course demonstrates two scaffolded lesson structures - one for grammar and skills, and a second for vocabulary and functional language. By the end of the lesson, students will draft a microteach using a four element scaffold. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

his lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. In this lesson together we will look at a range of skills for effective reading; students will be introduced to technical terminology and reflect on the use of authentic reading resources. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. In this lesson together we will look at a range of skills for effective listening activities in the ESOL classroom; students will be introduced to technical terminology, how to scaffold a listening skills lesson, and create a chart of different types of listening activities. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. This homelearning/flipped lesson encourages students to engage with one of the parts of the CELTA course - the Learner Profile Interview. Students generate questions to ask an adult ESOL learner in the next lesson on the SOW. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.

This lesson is part of a short course designed to introduce some of the principles and skills required to teach English as a second or other language. In this lesson together we will look at activities which support the productive skills, speaking and writing. Students examine why and how these skills are used in the ESOL classroom as well as a range of activities which can be used to support the development of these skills. The lesson has been designed so it may be delivered as flipped, blended or as in class learning.