Instruction Book

Dear Teachers,
in order to update your teaching process, we prepared CELTA (Certificate in English
Language Teaching to Adults) manual.

To begin with, Ice-breakers are essential for friendly atmosphere in the class, no matter
whether the students know each other well or are total strangers. Here is the list of some of
them:
1) name/animals/vegetables/objects/countries
Example:
the first student says: My name is Laura and I like cats.
the next student says: Her name is Laura and she likes cats. My name is John and I like
giraffes.
And the chain continues till the last students repeats everyone and tells about him/herself.
2) facts about yourself on a piece of paper
Example:
everyone writes at least 3-4 facts about him/herself and the teacher mixes all the facts.
3) find someone who……
Example:
The teacher has to give a theme for this game. For example if the topic is about free time,
there should be several questions like:
Find someone who loves sleeping in his/her free time.
Find someone who prefers reading in his/her free time.
Find someone who enjoys listening to music in his/her free time, etc.
Then all the students have to go around the class and ask each other questions and find those
people.
4) false facts (call my bluff)
Example:
every students has to think of 3-4 facts about him/herself (the one should be fake). Then, one
by one they tell their facts, so that all of them should sound truthful and the other students
have to guess which one is false.
5) Airplane from papers, two things written on the wings and a name. They have to
find this person
Example:
This kind of game can be played with a big group consisting from 7 to 10 students. All the
students should make paper airplanes and write to associations about themselves. And from
the students stand on the same line and have to through their airplanes far away together.
Then they run and grab other students’ airplanes and try to find that person.
6) categories game is for vocabulary
Example:
everyone takes a paper and makes a table of 7 categories: country, city, animal or insect,
plant, food or drink, famous person, book or film. The teacher says a letter and gives a
minute to fill in every category with a word beginning with that letter. Students can practice
their vocabulary that way:
 Country City Animal or Plant Food or Famous Book or
Insect Drink Person Film

Australia Astana Ant Apple Tree Apricot Angelina Amazonia

Jolie

... ... ... ... ... ... ...

Ice-breakers can be played during the lesson, as well as at the beginning of the lesson.

Remember that:

Students speak - 80% of time

Teacher speaks - 20% of time

Also, there are some ways to moderate your lesson:

● Elicitation (when you make students speak by asking questions and opinions)
● Echoing (do not repeat after the students, clear?, do you understand?)
● Less extended vocabulary (vocabulary should be neat and clear and not only the word
and its translation, sometimes it is better to replace the translation with the definition
in English)
● Any instructions given during the lesson must contain:
1. pattern (in what way should the students work: individually, pairs, group)
2. instruction (short, clear, precise)
3. ICQ (Instruction Checking Questions - right after giving the task, the teacher
should check for students’ understanding by asking questions such as: what
should you do? how much sentences should you make?, etc.)
4. Time limit (the teacher should give clear time limits according to the task)
5. Handouts (when the teacher gives handouts, he/she has to explain the task
first, and then pass them, since sometimes the students start doing the task
immediately without listening to the actual task)

When explaining something (usually Grammar rules) on the board DO NOT ERASE
anything, so that the students can have it as an example for making their own sentences.

Most common types of lessons:

1. Grammar
2. Vocabulary
3. Pronunciation
4. Skills (writing, speaking, listening, reading)
Grammar/vocabulary lessons are also known as triple P (PPP):
Presentation - teacher’s duty;
Practice - students’ duty;
Production - speaking, writing, using the structure or grammar.

THE SKELETON of the lesson:

M - meaning (the meaning what they are talking about; presentation of the grammar)
F - form (timelines, formula of the grammar)
P - pronunciation (contractions e.g. I’ve, watched, they’re etc., how it is pronounced)
P - presentation (text, it’s okay to talk about the rules)

Grammar lesson
Meaning. The teacher presents the grammar, below are examples of presentation:
1. Text - the exercises, questions, grammar explanation verb forms and etc;
2. Listening - turn on the tape, give students to listen and find what grammar structure is
used;
3. Dictogloss - read the text to students, they have to write it down and repeat reading as
much as it’s possible. Students should work in pairs and compare their writing by
reading out loud.
4. Puppets - bring two toys and make a dialogue between them or prepare a song for
children. (There is a good source http://busyteacher.org/ - for songs and worksheets)
5. Drawing - a dialogue;
6. Ask students to talk about future, past, write their structures on the board
7. TTT stands for:
T - test (students speak using grammar structure, do exercises etc.)
T - teach (common errors are discussed)
T - test (some exercises or game)

When presenting grammar do not forget about CCQ (Content Checking Questions) e.g.
Look! They're painting the wall.
CCQs: Is it happening now?Yes
Can you see it?Yes
Is the painting finished?No
Are they painting now?Yes
Is this the past, present or future? Present

Practice - CP (controlled practice)

1. The student who completed early, come and write the answers on the board or write
yourself (the teacher) to save time.
2. STUDENTS SHOULD ALWAYS COMPARE THE ANSWERS WITH PARTNERS
3. GAMES

Practice - FP (Free Practice) students speak! Mingling, speaking, find someone who etc.
 Feedback is important(!!!):
- Content. During the production, write incorrect sentences and ask “What is wrong
with this sentence”, students correct it
- Grammar;

Vocabulary
Presentation consists of:
- meaning - create context;
- CCQ ;
- pronunciation - repeat them and pronounce them;
- form - only after pronouncing it, write the word on the board.
1) Pictures. Drill the words in a group. And after repeating ask the students one by one. Boys,
girls repeat. Girls with long hair, wearing jeans etc.
2) Story;
3) Personalization (pick one student from the class and create sentences about him);
4) Realia;
5) Matching, filling the gaps;
6) Gestures

Practice
1) Checking partners. Pair checking
2) Personal examples with that word
3) Games (categories, who am i, crocodile, apples to apples, taboo, hot seat (time limits),
hot potato (on countries), STOP THE CAR; students close their eyes and you take one
picture from the board and ask which one is taken. who is the fastest

Production
Write a story, etc

Reading lesson is divided into four parts.

1) Pre-Reading. Before reading a text the teacher should generate the interest in the topic/text
and do some pre-reading activities. Below are the examples of activities:
- Ask questions related to the topic;
- Discussion. Make different corners of the room different opinions – e.g. Stand near
the door if you agree, stand in the corner over there (point) if you strongly disagree
and etc. Read a statement, students move to the relevant corner, then give them 1 or 2
minutes to discuss the statement with whoever is in the corner. If there is only one
person in a particular space then you could bounce a few ideas from each corner as a
class discussion, or send a student with a different opinion over to debate it.
 - Picture association “Guess the topic”. Board the pictures or pass them round, students
discuss each one and guess the common theme.
- Video. What happens next? Show a relevant video, pause it at a key point and have
students predict what might happen.
- Realia. Example topic: hobbies and interests. Bring in 5 items that represent your own
hobbies, can students guess pastimes? for example, bit of wool (knitting), keyboard
(blogging), crossword, binoculars (birdwatching), rubber chicken (making jokes)

2) Pre teaching - Teach vocabulary needed for reading. Pick 4-5 words from the text that will
hinder understanding and do the following tasks:
- Give meaning of the word;
- Drilling (repetition);
- Ask CCQs (e.g. - for the definition of library ask the following questions “Is this a
book shop? Can I take the books? Forever? Can I read here?”)

3) While-reading - during while-reading students have to read the whole text. Below are
several ways how teacher can make it more interesting:
- Gist-reading. The teacher asks a question and sets the time ( e.g. 30 seconds) during
this time students have to read the text and get the general understanding of the text as
a whole. The students can be divided into groups/pairs and be given different texts
and then the answers to questions can be compared together;
- Scanning. During the reading students may complete True/False/NOT GIVEN,
labelling the paragraphs, multiple choice questions tasks and etc. by looking
for/scanning specific dates, names, places, numbers;
- Skimming. Students read only the first and last sentence of each paragraph. When they
have finished, they have to write out a summary. Then they read the text again slowly
and see if there are any important details they have missed;
- Intensive reading. Don’t limit the time, students read the text thoroughly and answer
questions;
- Jigsaw reading. Students are divided into 2 groups and read two different types of
texts during certain period of time and retell it to each other; students can open it 3-5
times;
- Reading and answering questions;
- Underline Grammar/Vocabulary
- Running-dictation. Choose a short passage or dialogue and make several copies. Put
the copies up around the walls of the classroom (or even the school building). Put the
students in pairs or small groups. The aim is for one of the students in each pair to
walk (or run!) to read the passage on the wall. They remember some of the passage
and walk (or run!) back to their partner. They quietly dictate what they remembered to
their partner, who writes it down. They then swap roles. Over several turns they will
build the whole passage. This means they really do have to run back and forth because
students will only remember three or four words at a time.
- Reading around. Divide the text into paragraphs and post them on the wall,
blackboard, door etc. and students have to read it standing.
4) Post-reading activities are activities done after the students have finished reading a text.
These are usually done in order to help the learner more deeply understand what they have
read. This is usually done by encouraging the learner to critically analyze the text. The
teacher can ask personalized questions e.g. - “Do you have any experience in..., did you like
it, why...?” etc.

Extensive reading facilitates the understanding of the language, develops their interest in
reading and their ability to interpret a variety of written texts. Students read adapted books at
their level and keep reading log, reading journal or book report. The teacher can also
encourage them to discuss a book during the lesson, retell it to each other or make a project
(e.g. role-play).

Listening develops students’ listening skills in order to help them to interact effectively.
Listening is divided into 3 parts.
1) Pre-listening - in this stage, the teacher is preparing the students to listen. Before
listening the teacher should generate the interest in the topic and prepare pre-listening
activities. Below are the examples of activities:
- questions, videos, pictures and etc. (please see Pre-Reading activities)
2) While-listening - the while-listening stage is where students listen and do a task.
Global coursebook feature tasks, such as listening for gist, listening for main ideas,
making inferences, and summarizing. Assigning a task can help students focus and
develop important strategies for language learning. Below are several ways how
teacher can make it more interesting:
- filling gaps - leave empty blanks in the listening audio script;
- matching; true-false; answering questions;
- vocabulary;
- listen or sit-down. The teacher prints the separate words or collocations from the
listening and distributes words among students. Students are divided into groups/pairs
and they have to raise the piece of paper with the word if they hear one. The teacher
counts points for each raised word. The students can listen to recording again and put
the words in the correct order they hear;
- listening bingo. This activity can be applied in different ways depending on type of
the lesson. e.g. numbers (beginner). Students write down numbers 1-30 in a 5X5 grid.
When the teacher reads the numbers randomly, students cross/circle the number that
is in the box and first to get five-in-a-row (horizontal, vertical or diagonal) is the
winner;
- predict a word;
- decoding. The teacher reads sentences, students write them down and tell how many
words are in each sentence.
- shouting dictation. Get students to stand in two lines facing each other. The lines
should be a good distance apart. The person they face is their shouting dictation
partner. One line has a text and the line facing them has a pen and paper. The students
are given a time limit (depending on the length of the text) to dictate the passage to
 their partner. Their partner must spell everything correctly and accurately record the
punctuation and paragraphing, etc.
3) Post-listening post-listening activity represents a follow up to the listening activity
and aims to utilize the knowledge gained from listening for the development of other
skills such as speaking or writing. The students can take part in a discussion of the
merits of the views that were expressed in the listening segment or can express their
opinion in writing. Do not forget (!!!) to show the script to students.

Pronunciation. In order to improve pronunciation of the students and make it precise and
subtle, there should be paid attention to pronunciation exercises. Below are some
pronunciation activities:
- The words are written on the board or are hung on the wall; students write down
different sounds on the cards (e.g. - /d/ /t/ /id/) and when the teacher reads or shows
the word (e.g. - stopped), students have to raise the card (e.g. - /t/). The teacher can
count the points for each correct answer.
- TPR (total physical response). Distribute the words and show gestures, they have to
repeat the actions and only then drill them. Use your imagination! TPR can be applied
in all lesson types.

Writing. Students must learn how to write coherent academic essays. This lesson type is also
divided into three parts.
1) Pre-writing tasks review and build students' knowledge of relevant vocabulary,
relevant grammar points and, most importantly, students' background knowledge,
since that is what really generates thoughtful and interesting written work. Pre-writing
tasks are a crucial element of successful writing instruction.
2) While -writing. Once students are ready to write, they need clear instructions and
resources to complete the next steps in the process: writing drafts, revising, self-
editing, expanding. Students should be allowed to use notes they generated from the
pre-writing tasks. Decide also whether they may use a dictionary or spell-checker, and
what you expect them to do for this activity. Do not forget to present role-model essay
for students.
Below are some ideas for while-writing activities:
- Students can make origami book and write the book based on the theme.
- The students are given the first sentence of the story. On a piece of paper each student
has to write one sentence. The funny thing is that the first student writes the second
sentence and folds it so that the next student can’t see it and pass it to others. At the
end the teacher reads the story.
- For this activity you need water, napkin and watercolor. Students dip their fingers into
the water, napkin and then on the paper. In this way they leave fingerprints, and they
can finish drawing with pencils. The teacher then ask them to create a story and write
it down.
- Students listen to three songs, then close their eyes and imagine something (e.g. a
holiday). Students then have to write what they imagined.
 3) Post-writing is the step of the writing process where the written text is shared with
other team members, such as a peer-editor or the instructor. Feedback is important.
(!!!) Students may read each other’s essays and put likes on it and based on likes there
will be chosen the winner.

Speaking. Communicative language teaching is based on real-life situations that require

communication. By using this method students will have the opportunity of communicating
with each other in the target language. In brief, teachers should create a classroom
environment where students have real-life communication, authentic activities, and
meaningful tasks that promote oral language. This can occur when students collaborate in
groups to achieve a goal or to complete a task.
1) Pre-speaking. There must always be an aim of the speaking lesson.
2) While - speaking
- Students can work in pairs or groups;
- Fluency improvement is essential. Teach students to speak within established time
limits. Students speak during 5 minutes with one partner, 2.30 min with another, and 1
min with the third partner, thus they should change their partners and to be able to
speak on a given subject within one minute.
3) Post - speaking
- The teacher should ask each student a question. First of all, ask the question then
nominate the student.
- The teacher must give feedback. Sentences with incorrect sentences can be written on
a sheet of paper and then given to students. They have to correct the mistakes.

Function is teaching students how to find and rent apartment, how to make an order in the
restaurant, how to ask permissions, at the restaurant, cafe, hotel and etc. Below are some
activities to help you:
- Students role-play the situation, ask questions, make dialogue;
- DRILLING of the collocations and phrases;
- Disappearing dialogue. The dialogue is written on the board and students practice
reading it with partners, then the teacher erases words one by one until they learn it.

Revision. Revision should be held after each unit. The students can be divided into two
groups, and given the tasks. You may use these games
https://drive.google.com/file/d/0B8B4Q9D-okqSeUJaaWU4aklEVjA/view?usp=sharing
during revision. The students read sentences one by one and if they are correct students
choose a turn to go in a game.