言素教师共学

什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

这一期讲的主要是connected speech，对于语音教学感兴趣的老师，可以听听看。什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

感恩在这个紧张的阶段，有Juana的陪伴，我们一起做language analysis。什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

距离考试时间越来越近了。希望每个普通人都安好。本期继续有Juana的陪伴和写作，我们一起做language analysis。什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

距离考试时间越来越近了。然后整个魔幻的局面，让我更担心普通人，希望大家都安好。还有有Juana的陪伴和写作，我们一起做language analysis。 什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

本期的内容是DLETA的59个key terminology，嘉宾是Juana。我们两个边做，边分析。很烧脑，但是很有趣。什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。

这集讲语言教学的历史，感觉就是看一次，感受深一次。什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree.

本集分享一个经典的基础的教学法，它是什么，以及背后的原理。PPP: Presentation Practice Production 什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。DELTA Qualification在英国的QAF和NQF中，列为Level 7 Qualification，等同于postgraduate或Master's degree. 

本集分享的是我做的第一个Exam Practice，主要是从Language Systems的角度，分析语言成分。播客中提到的句子如下:Do you enjoy cooking? (line 5)…it’s all showbiz isn’t it? (line 8)What food reminds you of your childhood? (lines 59-60)There are desserts that my mum used to make that take me back, like tapioca pudding, which is yummy.什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一。 通常是学习完CELTA两年之后，可以申请的课程。

从本集开始，会有一个DELTA Module1 的系列。结合我的教学经验，分享语言教学的理论知识。（当作自我备考材料）。提示：超助眠。Ep1: Language Systems: Grammar什么是DELTA：英语语言教师文凭Delta(Diploma in Teaching English to Speakers of Other Languages)是全世界最知名、最受欢迎的对外英语教学资格证书之一，它为准备发展事业的有经验的教师提供了一条灵活的渠道。

此次CLET-P 共学录制信息：Content 内容： Module 8 Portfolio Module 9 seminarTime 时间： October 11 周二上午9:00—10:30Platform 平台： 腾讯会议 石墨文档

此次CLET-P 共学录制于：Content 内容： Module 8Time 时间： September 27 周二上午9:00—10:30什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

录制于：Content 内容： Module 7——TP2 TasksTime 时间： September 13 周二上午9:00—10:30

这是CELT-P 共学记录第17次的录音Content 内容： Module 6 Grammar and Function language analysisRecording Time 录制时间： Aug 9 周二上午

嘉宾：Skarry她是国外测试的老师。前年开始参加【言素教师共学】，去年她又拿到了CELTA证书，今年又来参加CELT-P。持续性地给自己输入，她的动力来源是什么？在CELT-P的学习中，做自我评估的时候，她想到了科比，这又是为什么？让我们一起听听她的分享。什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

For questions 14–19, match the trainer’s comments on a lesson she has just observed with the lesson plan headings listed A-G, There is one extra option which you do not need to use.Lesson plan headingsA. Assumptions  B. Differentiation  C. Procedure  D. Follow-up   E. Personal teaching aim F. Resources  G. Syllabus fitTrainer’s comments1. I think the timing was slightly off in the controlled practice activity.2. This seemed a logical next step in your sequence of lessons.3. You identified correction as an area for improvement— it was better today.4. They did some useful practice but the grammar content might need more work.5. You thought yo some extension tasks for higher level learners.6. The text size on the handouts was too small, some students struggled to read it.

嘉宾：Chelsea和Chelsea不仅是共学的伙伴，也是运动的搭档，我们经常一起去健身房锻炼。节目里，Chelsea谈到了自己对于CELT-P课程的学习感受，有难点的部分，以及有共鸣的地方。我们也聊到通过上Lesmills的运动课，给自己上课和教学的灵感。最后，Chelsea也给大家讲到了，自己生活的“调味剂”。让我们一起听听她怎么说。什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

嘉宾：Serena踏实，自律和有策略，这是我对于Serena在这个教学学习的印象。过去了3-4周，CELT-P的课程进行到了Module2（第二单元），直到这两天，老师们纷纷上交了Portfolio Task 2（任务2），也就是听力课的设计，执行和评估。节目中，Serena分享了她如何通过完成学习，通过自我总结的策略来执行课程，并在繁杂的生活中，找到整块的时间，投入到教学精进中。能够数十年如一日不断地精进教学和自己的修养，听上去既自然，又难得。说到秘诀时，她说：先完成，再完美。什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

嘉宾：Sophie热情，好奇，进度快。这是大家对Sophie的印象。经历多年的英文教学生涯后，Sophie不仅没有对于工作的倦怠感，反而更加有精进的动力。非科班出身的她，觉得CELT-P课程的学习，像是一个“礼物”，为她量身定制，将英文教学全面的学习一遍。这也是为什么她有足够的驱动力，在CELT-P高强度的学习中，保持这一期老师中的最快进度。在与我的对话当中，她讲到了她的教授英文听说的经验，对于学习时间的规划，和对于精进教学能力的动力由来。什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

概念：sentence startersTeachers can use prompts which display only the beginning of a sentence, which learners then complete as part of a speaking or writing activity. These are another type of language frame. For example, I always…./ I sometimes…./ I rarely…./ I never….题目：This is helpful for generating conversation because the children will sometimes want to talk about their ideas.A. supporting meaning with visualsB. using sentence startersC. providing shared word banksanswer：B

概念：Moving from known to unknown in an activityTeachers can help learners to understand ideas, topics and language by starting with something familiar and connecting this with something less familiar in an activity. Sometimes this might involve moving from concrete ideas to more abstract ideas. For example, the teacher might show pictures of clothes and learners to describe their own clothes (known) before moving on to an activity about “clothes that people might wear in the future” (unknown)题目：This can activate their prior learning and get them ready for the new language items.A. moving from known to unknownB. focusing on visible objectsC. using activities supported by actionsanswer: A

概念：Creating a clear purpose for an activityTeachers can give the learners an understandable reason for doing an activity, something which makes sense from a child’s point of view. For example, teachers can create a reason for reading, “Let’s find out if the boy found the dragon at the end of the story.”题目：This can help motivate my learners to complete the activity, especially when there is a problem to solve.A. creating a purposeB. using sentence startersC. providing language models or promptsanswer: A

概念：Teachers can use speech bubbles to scaffold both speaking and writing activities. These can be used to support dialogues and role-plays or cartoon strips and storyboards. The bubbles can be completely empty, or they can contain clues in the form of key words or sentence starters. Speech bubbles can help young learners visualise a dialogue or role-play.题目：This can support my learners by helping them to visualise a written dialogue.A. relating activities to personal experiencesB. providing blanks speech bubblesC. reviewing language for an activityAnswer: B

嘉宾：Paddy在报名CELT-P之前，Paddy本来准备学习CELTA课程。后来从学生年龄段，时间和价格等方面考虑后，觉得加入到CELT-P中。他认为这个课程很“实在”。另外，有优质的小伙伴一起的陪伴，让他开心。在每周的共学里，既尊重别人的观点，也毫不吝啬的贡献自己的想法，从而碰撞出来不同的火花。什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

概念：16. creating a clear or familiar context for an activity Teachers can connect language activities to familiar situations (contexts). Language will be more meaningful if it is presented in context. A familiar context will help learners to connect the language to their own lives. For example, before reading a story, a teacher might show the learners who the people are in the story and where they live. Photos, pictures, videos, audio tapes and realia can help to provide a clear context.题目：This really helps my learners get engaged and interested in the activity.A. providing language framesB. demonstrating an activityC. creating a context

嘉宾：EmmaEmma 曾和我共事多年，也是我生活中的好朋友。CELT-P的课程开端，也有她提供的灵感。本期节目中，Emma会讲到自己怎样看待学习氛围和群里效应。也会分享自己是怎么以超高水准完成Portfolio Task1 的。最后她也感慨道，整个的学习过程，像是给自己创造了一个在残酷社会下的心灵庇护所。什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

概念：PredictingTeachers can use tasks and activities that require learners to think about a question or topic before they read or listen. Learners might imagine what the topic will be or what they are going to read about or listen to. They might look for evidence or clues (e.g. in pictures) to help make predictions. Learners can record their predictions and then check to see if they are right.题目：Which of the following is predicting?A. The learners used the clues in the pictures to work out the theme of the text.B. They worked in groups to design calendars used as healthy eating guides.C. In pairs they talked how they will eat more healthily in the future.

CategorisingTeachers can use tasks and activities that requires learners to sort things into groups by seeing connections between concepts. Then learners might organise words into categories, such as word classes (e.g. adjectives and adverbs). or different types of food (e.g. fruit and vegetables).Which of the following is categorising?A. The students made a list of all the famous painters they knew.B. The students decided which paintings were old and which were modern.C. The students printed out their favourite painting and described it in five sentences.

概念：MatchingTeachers can use tasks and activities that require learners to put related things into pairs, e.g. matching the pictures with the words or matching two halves of a sentence. This requires learners to think about how items may be connected.题目：Which of the following is matching?A. They looked at the worksheet and then described each action in the ten pictures in pairs.B. They wrote sentences with present continuous for five pictures and cut these out.C. They shared cut-out sentences with other groups who had to stick them under the relevant pictures on the worksheet.

概念：Risk-takingTeachers can use tasks and activities that encourage learners to experiment with language, for example, trying to make sentences that they have not previously seen or been taught. For instance, students are given cards with words on them, then they try and make new sentences by using these cards. They can check with the teacher to see if their new sentences are possible and have a clear meaning. A willingness to take risks is an important feature for a good language learner.题目：Which of the following is risk-taking?A. In pairs they drew pictures of dangerous animals and labelled the body parts.B. They were given two story texts to cut up. They had to try to make a new story by using elements from both of the original texts.C. They checked in their dictionaries to find the meanings of any unknown words in a poem.

这期节目，我找到了我的好朋友，也是CELT-P课程的参与老师Nemo。让她来分享在过去两周，她对于CELT-P的学习感受。以及在重新做回学生后，自己的调整，收获和展望。什么是CELT-PCELT-P (Certificate in English Language Teaching – Primary)是剑桥大学，针对从事6-12岁少儿教学的英语教师，颁发的教师资格证书。它和CELT-S，CELTA属于同一系列。

TKT TL 概念 identifying：  Teachers can use tasks and activities that require learners to find something that does not belong within a category such as “find the odd one out”. This requires learners to think about why an item may differ from the others. Identifying can also include thinking about solutions or consequences, e.g. thinking about extra details in a story— identifying the consequences of a character’s actions. etc. 相关题目：  Which of the following is identifying A. We reviewed all the names of animals and practised saying them. B. The students used the “has fur & has legs” checklist to find mammals. C. The students chose their favourite mammal and drew it.

Creating a clear or familiar context for an activity:Teachers can connect language activities to familiar situations (contexts). Language will be more meaningful if it is presented in context. A familiar context will help learners to connect the language to their own lives. For example, before reading a story, a teacher might show the learners who the people are in the story and where they live. Photos, picture, video, audio tapes and realia can help to provide a clear context.

Gap-fill activitiesThey are activities that learners fill in spaces or gaps in sentences or texts. This is often used for restricted practice or for focusing on a specific language point.

Personalising contentIf a topic or theme is unfamiliar or uninteresting to the class, the teacher might find ways to make the content more relevant to the learners’ own lives. For example, if the book presents a story set in Ancient Rome, the teacher might rewrite the story, relocating it to the present time and a more local setting. In this way the children may be able to connect with the story more easily.

Word banksTeachers can provide a list of key words (a word bank) needed for an activity. These can be used to pre-teach vocabulary before the activity of as support while the learners are doing the activity.

information-gap activitiesThese are classroom activities where learners work in pairs or groups. There is a task to complete, but different learners have different pieces of information; so to complete the task, they have to find out the missing information from each other (they need to speak).This type of activity gives lots of speaking practice in a context of real communication and requires the skills of clarifying meaning and rephrasing. Young learners are often motivated to complete the task and so it is easy to create a purpose for speaking through these tasks. Information-gap activities for young learners include describing and drawing, spotting the difference, jigsaw reading and dictation.

Competitive activities and co-operative activities Activities which involve some competition will motivate children try their hardest on tasks. If the activity involves co-operation, the learners will learn to work with one another and develop the ability to take turns and offer support to their teammates. These activities might include the learners working in groups on a race to complete a word puzzle.交流邮箱：[email protected]

Substitution tables ：Teachers can provide tables giving a choice of words in different columns. The table can display different elements of a sentence or grammatical structure so that learners can clearly see how the different parts can be combined, changed or substituded to make new structures. These can be used to scaffold speaking and writing activities or as a reference for new language.交流邮箱：[email protected]

stirrers: These are activities that teachers can use to make learners more active in a lesson. For example, toward the end of a lesson or late in the day, the children might appear tired and the teacher might use a milling task or an action game to alter the pace of the lesson and energise the learners.settlers:These are activities that can be used to calm and focus children after doing something very noisy or active in a lesson. To alter the pace of the lesson, a teacher might slow things down by using a quiet copying, drawing or colouring task.交流邮箱：[email protected]

Flashcards：Teachers can use flashcards to present, practise and recycle vocabulary. And they can also be used in memory games. Flashcards contain a limited amount of information: Sometimes whole words or letters.交流邮箱：[email protected]

Realia: (real objects)Teachers can bring real objects into the classroom, for example, when teaching vocabulary for food, the teacher brings in real food items. This can make the presentation of vocabulary more memorable. Realia can also be used in vocabulary memory games.交流邮箱：[email protected]