CELTA Online OCT Notes

Unit by Unit Guide

IH London

This guide is aimed at Online Course Tutors on the CELTA Online. It provides a guide to each of the 30 units and all the
collaborative tasks.
Overview

Aims of Online Course Tutor (OCT) Notes

The following document functions a little like a teacher’s book does for a student course book, providing a little rationale
for the course content alongside a practical ‘how to’ guide to running the online component of the course.

OCTs are free to run things locally in the way they consider most appropriate; however, they can use this document when
necessary for guidance on particular activities. Please note that this guide is largely informed by IH London’s experience of
running the course.

We also recognise that as successive centres run the CELTA Online, and as IH London itself does so, these notes will
themselves evolve.

Overview of online course components

Fronter

Fronter is the Virtual Learning Environment (VLE) in which the course participants (CPs) will study the course units, take
part in collaborative tasks and build an online community. There are a separate set of training materials available for OCTs
that take you through the main features in Fronter.

Units

The 30 units include a balance of different screens: text, individual tasks (e.g. matching tasks), audio and video interviews
with students or experienced practitioners and videos of lessons. All units should take CPs between 2-3 hours to work
though (except the Orientation Module which will take around 6 hours) and all are mandatory with the exception of the
elective modules 29a, 29b and 29c.
Through the Activity Log feature in Fronter OCTs can keep track of CPs progress through the course units and should take
action if CPs fall behind or get too ahead.
Additionally, there are two other course features, which require collaboration. These are discussion forums and live rooms.
A large part of the OCT’s role is to manage these collaborative tasks.

Discussion forums

These constitute the lion share of the collaborative tasks in the course. When summing up a DF, OCTs should aim to cover
these points:

a) Recognise work put in by CPs

b) Give feedback on contributions
c) Reference any individual points made by CPs as appropriate
d) Feed in any additional learning points/input
e) Close off the topic

Live rooms

It is recommended that Liverooms take on a ‘surgery’ type role focussing on the themes on the units. There is no other
place on the course to discuss aspects of the units that may not be clear, or that CPs want to explore further in any depth
(they can do this to a point through the DF tasks, but their structured nature does not allow much room for dealing with CP
doubts).

Frequency

The frequency of the sessions will depend to some extent on CP interest but we recommend that on a 13 week course,
these sessions are held 7 times – 1 OM kick off session and 6 fortnightly ‘surgery’ sessions.

OM session: The session in the OM would be a pre-planned session which would serve as a course icebreaker and as a
means of learning how to use the Liveroom software.

Sessions 2-7: Online ‘surgeries’ focussing on themes/questions raised by CPs themselves.

Procedures

Liveroom sessions should be held at a fixed time each week, in order to get CPs into a routine. This is a possible procedure
over the course of a week, where the liveroom is held on a Thursday evening:

1. Monday – remind CPs to post onto ‘Questions for Liveroom Forum’ their questions, doubts, stuff they don’t get, stuff
they’d like to explore further.

2. Mon-Wed (for a Thurs Liveroom session). OCT collects these and plans what help he/she can give in the Liveroom. To get
the ball rolling early in the course OCT may supplement CPs list with his/her own questions for further discussion which are
prepared beforehand.

3. Thurs evening (Liveroom). Sets up room, creating break out rooms. Starts session in plenary mode and draws attention
to list of queries/questions posted on whiteboard. Clarifies these as necessary.

4. Places CPs into pairs/small groups in breakout rooms (where they will find a copy of the queries/questions on the
whiteboard) and asks them to run through each point. Monitors.

5. Group debrief where s/he invites comment from different groups and feeds in as OCT.

6. Final Q and A and finish.

7. Session feedback.

It should be noted that it is up to the OCT how they would like to run the sessions. The above is only a suggestion. It has
the advantage of having minimal preparation.
Unit by unit

Unit 00: Orientation module

Learning objectives

By the end of the unit CPs will have:

 familiarised themselves with the tools of the Learning Platform

 met the other candidates on the course
 examined how to manage a language classroom
 made initial explorations into language
 considered the approach to language teaching taken on the course
 examined an overview of the content of the course and how it will be delivered
 analysed how you will be assessed through the teaching practice and assignments
 become familiar with the types of online tasks they will be required to do on the course.

Overview

Number of screens: 41

Estimated time taken to complete: Approximately 5-6 hours

Overview: Apart from the documentation sent to them before the course, this is the CPs’ first encounter with the course, the
environment, their OCT and their new colleagues. The following areas are covered: the basics of classroom management (rapport,
classroom layout, interaction, teacher position and instructions); there is an introduction to using Fronter, and there are two ‘getting
to know you’ tasks.

Note: the ‘key terms’ below are those introduced or used in the unit. Different trainers and different centres use different terminology.
It is useful to be aware of the key terms below in preparation for what CPs might use in the discussion forums.

Key terms: phoneme, rapport, classroom layout, interaction, teacher position, instructions; meaning, form and pronunciation

Discussion forums
Activity name Activity description/course To do Materials required
fit
Task 1: Things in The aim here is to let CPs - Before the forum opens: upload your own profile None
Common get to know each other a and photo (profile = 50 words)
little. CPs should upload - Maintain threads on track and if necessary intervene
mini profiles and find three and feed in additional points/questions to keep focus
things they have in common of discussion.
with other CPs and - Respond to posts on own profile
introduce themselves to - Keep up motivation of trainees whose posts have
other CPs using the Stickies not been responded to (perhaps by the OCT posting).
function.
Task 22: My Top The aim here is to let CPs - Before the forum opens: upload your own My Top None
Three get to know each other a Three (for example, favourite books, films or food)
little. CPs should read your - Respond to posts on your Top Three
posting, reply and add to -Respond to CPs posts and monitor discussions
this posting. CPs should - Keep up motivation of trainees whose posts have
then create their own not been responded to (perhaps by the OCT posting).
posting and comment on -Close the DF
each other’s.
OPTIONAL Depending on how well the -Post an embarrassing mishap you have had with None
Task 23: CPs are communicating and computers, for example, replying to the wrong person
Miss-Computer- how technologically in an email.
cation competent they seem, you -Send an email to CPs asking CPs to read your mishap
may wish to use this task on the DF and to share a mishap they or someone
with your CPs. The aim here they know have had. Ask CPs to read each other’s and
is to let CPs get to know respond.
each other a little better
 and to raise their awareness Adpated from
of using technology on this (http://www.southalabama.edu
course. /oll/jobaidsfall03/Icebreakers%20Online
/icebreakerjobaid.htm)

-Monitor discussion forum and respond to CPs

postings
-Post a summing up
-Close DF
Liveroom
Live room (part 1): The live room this week is in -Before the session, upload the slide: How to use the ‘How to use the
orientation two parts. In the first liveroom. This is in Tutor resources > Liveroom slides > liveroom’ slide
section, the OCT runs a brief How to use the liveroom on Fronter. Familiarise
orientation to the live room. yourself with the slides, which are a step-by-step
In the second, below, there guide to the liveroom’s functionality.
is a ‘getting to know you’ During the session:
activity. -Once the CPs have arrived in the room, greet them.
Check CPs if they can all hear you (ask them to click on
the green tick if they can hear you), and if they can
speak OK (ask them to say ‘hi’ briefly one by one).
-Go through the slides one by one, telling CPs about
the various features of the liveroom.
Live room (part 2): CPs write three sentences, Here is a basic procedure for running the ‘truth and
‘truth and lies’ two true and one false. lies’ game.
activity Their colleagues then ask 20 -Before the game, think of 3 interesting sentences
questions about the about yourself: two true, and one false. Also, create
sentences to find out which enough break-out rooms for your course (1 x
is false. breakout room / pair).
-Tell the CPs they will now do a ‘getting to know you’
activity.
-Do a demo of what you want CPs to do: Write your 3
sentences on the w/b; ask CPs to ask twenty
questions to find out which is false. Ask them to raise
their hands, and when they do so, put the mic down
and ask them to pick up theirs.
-Ask them to do the same thing in pairs; send CPs into
breakout rooms.
-Monitor during the pairwork.
-Afterwards, do brief plenary feedback on some of the
things which CPs found out about each other.

Unit 01 The Learner First

Learning objectives

By the end of the unit CPs will have:

 explored the reasons why students learn a language

 examined learners’ needs
 considered the importance of engaging students in topics
 explored different ways teachers can engage students in topics
Overview

Number of screens: 16

Estimated time taken to complete: Approximately 2-3 hours

Overview: This unit introduces issues surrounding learners. The course has been designed with the learner at the centre of
teaching, and this unit introduces the ideas of motivation (intrinsic and extrinsic), how teachers can motivate learners,
learners’ skills and language needs, and lead-ins. The unit also starts to examine a model lesson film which is threaded
through the initial units of the course. The teacher is Jacqueline, and the basic lesson type is language from a text. In this
unit, CPs examine the lead-in to the lesson. CPs also watch three other film clips of lead-ins later in the unit.

Key terms: engage, extrinsic and intrinsic motivation, feedback, student-centred, realia

Discussion forums
Activity Activity aim and description To do Materials required
Task 8: Devise a The aim is to get CPs to process - Send CPs an email with the pairings for Model answer -
Lead-in some of the ideas about lead-ins the task at the beginning of the week. below
in the unit. CPs look at a page -Maintain threads on track and if
from Inside Out Intermediate. necessary intervene and feed in
They then read the text and additional points/questions to keep focus
decide what lead-in they could of discussion.
use to engage the students in the -Post a summing up and possible lead-in
lesson. This is a collaborative task below once all CPs have posted.
which will encourage CPs to share -Close the DF
ideas and build a sense of
community.

Task 8: Devise a Lead-in – Model answer

1. Students look at photos of Tina and Will and make predictions about their lives after university.
2. Students look at title of text and predict what the lesson will be about.
3. Students discuss 2/3 questions in pairs/groups about life after university. For example, Did you and your friends go into
the same career after university? Are you still in touch with your friends from university? Why/Why not? What are your
plans after school/university?
4. Teacher tells students anecdote about their friends from university.
5. Students discuss 2/3 statements and decide whether they agree or disagree e.g. University is the best time of your life.
Choose a job you love, and you will never have to work a day in your life.
6. Students brainstorm ten words or phrases to do with friendship or university life.

Unit 02 Helping students understand texts: Reading

Learning objectives

By the end of the unit CPs will have:

 considered learners’ reading skills and the types of text they read
 examined the difficulties students have with understanding texts
 explored ways of developing students’ reading skills and sub-skills
 examined the principles behind the staging of a receptive skills lesson.
Overview

Number of screens: 17

Estimated time taken to complete: Approximately 2-3 hours

Overview: The model for a reading lesson is taken from the ‘Boy in the Bank’ lesson, the lead-in of which was introduced in
the previous unit. CPs do the reading tasks from the lesson and then analyse them. They then watch the same material
being used in class by watching the film. Afterwards, they are introduced to a simple plan of the lesson they saw, which
includes the stage names, aims, and procedure. They also see the follow-up productive skills stage of the same lesson and
analyse this. They see a range of different task types for reading for general understanding, reading for specific information
and reading for detail, before examining the potential difficulties in a reading lesson and some possible solutions.

Key terms: reading for general understanding, reading for specific information, reading for detail, reading sub-skills

Discussion forums
Activity Activity aim and description To do Materials required
Task 13: The aim here is to provide -Maintain threads on track and if Model answer - below
Designing Tasks practice of designing initial and necessary intervene and feed in
detailed reading tasks. CPs additional points/questions to keep
look at the text for which they focus of discussion.
designed a lead-in in the unit -Post a summing up and model answer
The Learner First. They then once all CPs have posted.
design an initial reading task -Close the DF
and a detailed reading task for
the same text.
Alternative If appropriate you could set - Send CPs an email with the pairings for
this as a pairwork task and ask the task at the beginning of the week.
CPs to work in the same pairs - As above
as for the Devise a Lead-in task
in Unit 01. CPs would post
their suggested tasks together
on the Discussion Forum.
Task 13: Designing Tasks - Model answer

Initial reading task

 Remove the title and get students to create own title for the text.
 Get students to read the text and choose the correct summary from a) b) or c):
a) Will and Tina were boyfriend and girlfriend at university.
b) Will and Tina were good friends at university but now they are not.
c) Will and Tina were good friends at university and are still good friends now.

Detailed reading task

 Give students a number of true/false statements about the text.
e.g. Tina is very tidy. (F)
Tina feels they still have a lot in common. (F)
 Give students a number of statements and students decide whether each statement refers to Will or Tina or
both.
e.g. enjoys spending money(Will)
doesn’t earn much money(Tina)
 Give students a number of open comprehension questions about the text.
e.g. What was their relationship like at university? They were very close friends
What do you learn about Tina’s personality? Why? She is a bit untidy…

Unit 03 Dealing with language

Learning objectives

By the end of the unit CPs will have:

 considered how to clarify language from a text

 examined what is meant by the meaning, form, pronunciation and appropriacy of language
 analysed how to clarify the meaning, form, pronunciation of language
Overview

Number of screens: 14

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: Having examined lead-ins and a reading lesson, this unit looks at how to introduce language from a text. It
does this by continuing with the model lesson from unit 01 (the lead-in of that lesson) and unit 02 (the reading stages of
the lesson). Candidates are asked to analyse the reading text from the model lesson (the Boy in the Bank) for language.
This is then followed by a series of tasks in which trainees do the guided discovery tasks given to students in the model
lesson. The first of these deals with meaning (using CCQs and a timeline), the second deals with form. There is a clip from
the model lesson with a task which gets candidates to notice the basic stages of drilling. This is followed by a task which
looks at appropriacy of language use. Finally, there is a note about the importance of practice in a language lesson.
Key terms: meaning, form , pronunciation and appropriacy (MFPA), lexis, drilling

Discussion forums
None

Unit 04 Classroom management

Learning objectives

By the end of the unit CPs will have examined different aspects of classroom management, in particular:

 student-centred learning
 developing a good rapport with your students
 giving clear instructions
 maintaining an appropriate pace in the lesson
 monitoring students in class
 giving learners feedback on tasks

Overview

Number of screens: 18

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit builds on the Orientation Module, which provided a basic introduction to classroom management.
It examines the following areas: rapport building, giving instructions, grading language, managing the pace of a lesson,
keeping lessons students-centred, monitoring and managing feedback stages.

Key terms: nominating, eliciting

Discussion forums
Activity Activity aim and description To do Materials required
Task 11: Q&A The aim of this DF is to help CPs -Remind CPs to read other people’s None
with the input covered so far. questions posted so far before they post
This is relatively early in the their own questions in order to check that
course and CPs may have lots of they do not repeat questions.
questions; they may also have -Post answers once all CPs have posted.
very broad questions. NB: This quite a substantial task and this
post will take some time to do.
CPs have to write one or two -Close the DF
questions they have regarding
the material covered in the
course so far.
Alternative If the CPs are active, this -Write a list of questions (the same Suggested
alternative activity might be number as there are CPs) which cover the questions below:
appropriate. It encourages course content or areas CPs are struggling
collaboration and CPs to reflect with so far. Suggested questions are
on the input covered so far. written below.
-Email the list of questions to CPs with the
name of a different CP attached to each
one.
-Tell CPs that they need to write a brief
response (2 or 3 lines) for each question
and email their response to the CP
assigned to the question. NB You need to
set a deadline for this so that CPs have
enough time to post their summary.
 -Tell CPs to collate the responses to their
assigned question and post a summary of
responses.
-Encourage CPs to read each other’s
summaries.
-Monitor summaries and post a final
comment.
-Close DF.
Task 11: Q & A

1. Why is it useful to do an icebreaker at the beginning of a course? (CP 1)

2. How can teachers give effective instructions? (CP 2)
3. Name one thing that you have learned about monitoring. (CP 3)
4. What different interaction patterns can there be in the classroom? (CP 4)
5. Name two different ways of doing a lead-in. (CP 5)
6. What is the difference between intrinsic and extrinsic motivation? (CP 6)
7. Why is it important for teachers to understand students’ motivation for learning a language? (CP 7)
8. What different types of reading tasks can teachers set students? (CP 8)
9. Why can students find reading difficult? (CP 9)
10. What areas of language do teachers need to analyze in the language focus stage of the lesson? (CP 10)
11. Why do teachers need to clarify meaning first? (CP 11)
12. How can teachers encourage student-centred learning? (CP 12)
13. Why is it important to vary the pace in lessons? (CP 13)
14. Why do teachers need to include a feedback stage? (CP 14)
15. Why is it important to introduce new language in a context? (CP 15)
Unit 05 Using the coursebook 1
Learning objectives
By the end of the unit CPs will have:

 considered the usefulness of coursebooks for students and teachers

 looked at a coursebook extract and identified the aims of different activities
 analysed the choices teachers have when using a coursebook
 examined how to plan lessons from a learners’ viewpoint.
Overview

Number of screens: 18

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: The unit starts with an overview of the pros and cons of using course books for teachers and students.
Then, over a series of tasks, CPs see how a teacher adapts a lesson from a course book and her rationale for doing so.
Afterwards, they analyse the same teacher’s plan for the lesson, looking at her main aim in particular. The key point here is
that teachers should use a course book to meet lesson aims, which, in turn, are based on their students’ needs. Finally, CPs
do the same as the teacher has done: They look at course book material and then design a lesson with it. They do this be
selecting sections from the material and matching them to lesson stage aims, and then writing the material.

Key terms: N/A

Discussion forums
Activity Activity aim and description To do Materials
required
Task 4: Alternative The aim of this is to get CPs to think about Before: Have a look at the None
Lead-in how to adapt coursebooks. CPs come up with course book material for the
an alternative lead-in to a piece of coursebook lead-in. This is on screen - Task
material. 4: Lead-in. This will allow you to
comment on the lead-ins the
CPs come up with
-Do a summing up post at the
end and close the Brainstorm
Forum.
Unit 06 Lesson planning 1
Learning objectives

By the end of the unit CPs will have:

 examined model lesson plans and analysed the main components

 seen how to identify and prioritise the key elements of the lesson and practised writing main aims
 examined how a logical order of activities helps to achieve main aims
 explored the plan as a practical guide to the lesson with elements including procedure and aims.
Overview

Number of screens: 22

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit introduces CPs to the following aspects of a lesson plan: procedure, stages and stage aims, main
aims (and how to write them), subsidiary aims, language analysis sheet, anticipating problems, including information about
materials, personal aims and general assumptions. The unit is largely based around a model lesson plan. This is the plan
from Jacqueline’s ‘Boy in the Bank’ lesson from previous units, so CPs will be familiar with the content by now.

Key terms: procedure, stages and stage aims, main aims, subsidiary aims, language analysis sheet, anticipating problems,
personal aims, general assumptions

Discussion forums
Activity Activity aim and description To do Materials required
Task 10: Q&A The aim of this DF is to help CPs Before: Note that this ‘jigsaw’ task has None
with writing a lesson plan. This is been set up for up to 15 CPs. They can
relatively early in the course and negotiate the three questions they wish
CPs may have lots of questions. to ask in DFs A, B, C. You can organise
your how many go into each group
CPs have to write three questions according to your numbers. However,
they have regarding lesson you need to send a message to CPs
planning. They then negotiate telling them which group they are when
which three questions to ask the this unit is set. CPs negotiate the
OCT in groups. One person then questions between them in their
posts these the DF. Note that this different DFs.
is the first ‘jigsaw’ task of the -Monitor the group negotiations, and if
course, and the OCT needs to put necessary intervene and keep focus of
CPs into groups, and notify them negotiation. Remind CPs in good time
of these groups in advance. that they should post their negotiated
three questions to Discussion forum D in
good time for you to answer the
questions.
-Tell CPs to read other people’s
questions posted so far before they post
their own questions in order to check
that they do not repeat questions.
-Post answers once all groups have
posted. NB: This quite a substantial task
and this post will take some time to do.
-Close the DF

Unit 07 More about the learner

Learning objectives

By the end of the unit CPs will have:

 identified factors which affect learning

 considered different learner styles and activities which exploit these
  created learner profiles for two learners
 analysed a variety of student errors and provided solutions to address these
Overview

Number of screens: 23

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This follows on from unit 1, focusing on how a teacher’s awareness of intrinsic motivation and learning
styles can lead to more effective teaching. It outlines five main types of learning styles: visual, auditory, kinaesthetic,
intrapersonal and interpersonal, and emphasises that a variety of approaches is the best way to cater for these different
styles. The second half of the unit, from the screen called Assignment Preparation, the unit provides support and guidance
for the Focus on the learner assignment. This section focuses on how to write a student profile, identifying problem areas
the student might have and how to prepare solutions.
Key terms: visual, auditory, kinaesthetic, intrapersonal and interpersonal learning styles

Discussion forums
None

Unit 08 Checking understanding

Learning objectives

By the end of the unit CPs will have:

 considered the importance of checking understanding

 looked at different ways of checking understanding
 practised writing your own concept questions
 made initial preparations for your Language Related Tasks Assignment.
Overview

Number of screens: 27

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit looks at when and how teachers check students’ understanding. It reviews a number of
techniques for checking understanding, including timelines, CCQS, clines, personalisation, non-verbal responses, using
examples, synonyms, antonyms, paraphrase and explanation. There is a particular focus on CCQs, and CPs watch a film clip
of the ‘Boy in the Bank’ lesson in which Jacqueline asks checking questions.

Key terms: timelines, CCQS, clines, personalisation, non-verbal responses, using examples, synonyms, antonyms,
paraphrase, explanation

Discussion forums
Activity Activity aim and description To do Materials required
Task 1: Reflection The aim of this task is to get CPs to see the -Monitor DF None
value of checking students’ understanding, -Post a summing up
and to review techniques for doing so. -Close the DF
Students have watched lesson clips and have
to identify any occasions on which the
students did not understand an item of new
language. They then describe what the
teacher did to help their students understand.
They post their notes to the DF, and comment
on colleagues’ posts

Unit 09 Anticipating problems with language

Learning objectives

By the end of the unit CPs will have:

 analysed examples of anticipated problems with language on a lesson plan

 considered the usefulness of breaking the language down into meaning, form, pronunciation and appropriacy
and anticipating the problems students might have with each
 learnt how to identify and describe appropriate problems and solutions with different types of language
 researched and written anticipated problems and produced solutions to them.
Overview

Number of screens: 22

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit takes CPs through the process of anticipating problems students may have with the MFPA of the
language they plan to teach, and finding solutions for these. Students are presented with a text with examples of the use of
articles and are then guided through the stages of anticipating problems with this area. The unit suggests that CPs start by
analysing a language point in terms of MFPA. It then looks at anticipating problems and finding solutions when teaching a
piece of vocabulary. They are recommended to use grammar reference books and dictionaries to help them anticipate
problems. NB: This unit does not deal with anticipating other problems when teaching (e.g. classroom management).

Key terms: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 1: Why Write This task asks students to consider -Monitor DF Ideas in suggested
Anticipated dealing with student problems with -Post a summing up including some of answers below
Problems and language in anticipation for the rest the ideas in suggested answers below
Solutions? of the unit. CPs are asked to write as appropriate
down two or three problems they -Close the DF
had when learning a foreign
language, and how their teacher at
the time dealt with this (i.e. did they
provide some kind of solution?).
They post their experiences and
comment on postings with similar
problems noting whether or not the
teacher responded in the same way.
Alternative Instead of asking CPs to post their -Before: You will need to create the
answers in a written format, you audioboo for the group. Follow this
could ask CPs to do this as a spoken link here to create an account and
task. This could be done by audioboo.
uploading an audio file to the DF or -If CPs are unfamiliar with these sites,
by using a social broadcasting you may want to email them the
platform and creating a sound file. following instructions for creating a
Programs which could be used sound recording with audioboo:
include ‘audioboo’, ‘gabcast’ ,
‘evoca’ or similar. 1. Go to this Audioboo (include
http://audioboo.fm/ hyperlink) that has been created by
your tutor.
2. If you are new to Audioboo and
would like a tutorial, here is one. Note
that for this task, you need to leave a
comment on an Audioboo (via the
website, not via your mobile phone)
that has already been created. You do
not have to create a new 'Boo', but
you will need to sign up for an
account.
[Include screen shot of webpage]
 3. Listen to any of the comments made
by your colleagues so far.
3. Record your own experience and
thoughts.
4. Check back later in the week and
listen to your colleagues’ postings.
Record a comment about one of your
colleagues who had similar problems
as you. Did the teacher respond in the
same way or not? Why?
Task 1: Reflection

Why it is important for teachers to anticipate problems:

To help learners as efficiently and effectively as possible in the lesson
To be prepared for the lesson and be able to respond to any questions or difficulties the students have in the lesson with ways of
conveying and checking understanding

How a teacher can prepare for problems with language:

Think about what learners might struggle with in terms of what the lexis/grammar means, how it is used in a sentence and how it is
said
Refer to a good grammar reference book
Michael Swan’s book Learner English is a good reference for particular language groups.

Unit 10 Using coursebooks 2: Language focus

Learning objectives

By the end of the unit CPs will have:

 examined example pages from a published coursebook

 examined the reasons why and how teachers adapt coursebooks
 analysed the stages of a language focus
 observed how teachers can integrate MFPA in the classroom.
Overview

Number of screens: 23

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit combines a review of the issues involved in using a course book in teaching and a review of
clarifying the MFPA of language in class. In terms of the latter, there is a particular look at how course books tend to clarify
MFPA of language via ‘language boxes’. There is a section on how to adapt these boxes if they are deductive into an
inductive version; for example, by turning statements about rules into questions. In terms of form, there is a look at board
records for target language; for pronunciation there is a detailed look at drilling.

Key terms: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 6: Focus on The aim of the activity is to get CPs to -Before CPs do the unit: Write an Model answer -
Form consider how to provide a board record email to CPs putting them in A/B see below
of taught language for students. CPs pairs, with instructions for the task.
make a board plan for how they would Tell CPs that pair A should email
highlight the form of either be/get used their board plan to their partner.
to or Would you mind –ing/if …? using You may wish to set a mid-week
the examples in the language boxes. deadline for this so that CPs have
They then email their board plan to time to respond and post on the
their partner who saves and makes DF.
comments. The partner then posts this -Monitor discussion forum
 into the Discussion Forum. -Post a summing up and suggested
answers
-Close the DF
Task 6: Focus on Form – model answers

A
be used to + noun/–ing
Examples
I’m used to the online CELTA.
I’m used to teaching English.
get used to + noun/–ing
Examples
I got used to the coursebook.
Last year I got used to teaching.

B
Would you mind + if + present/past
Examples
Would you mind if I open the window?
Would you mind if I turned off the air con?
Would you mind + ing
Examples
Would you mind helping me with this box?
Would you mind + me/my + ing
Examples
Would you mind me/my playing music or is it too distracting?

Unit 11 Listening
Learning objectives

By the end of the unit CPs will have:

 considered different types of texts

 explored how people listen to different types of text
 examined the difficulties students face when dealing with listening texts
 explored different ways of developing students’ listening skills
 examined the principles behind the staging of a listening skills lesson.
Overview

Number of screens: 22

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit is the second instalment on receptive skills, the first being unit 2, which focussed on the reading
skill. The unit goes into greater depth than unit 2, and looks at both top-down and bottom-up processing, and the sub-skills
involved in these. The staging of a listening lesson are looked at through a model provided by a film clip of a listening
lesson, called the ‘London Lesson’, by a teacher called Andrea. At the end of the unit, CPs are asked to design the outline of
a listening lesson based on a transcript of a course book listening.

Key terms introduced: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 12: Design a The aim of this task is to process the various -Monitor DF Model answer – see
Lesson ideas in the unit, in particular, the staging of a -Post a summing up below
receptive skills lesson. CPs have to design a -Close the DF
 basic listening lesson from course book
material. The outline should achieve the
following aims:
 To engage students in the topic of the lesson
and activate students’ top-down processing
 To listen for a general understanding of the
text or to listen for specific information
 To listen for a more detailed understanding
of the text
 To develop students’ speaking or writing
skills
Afterwards, they post this and comment on
colleagues’ posts.
Task 12: Design a Lesson – model answer

a. To engage student in the topic of the lesson and activate students’ top-down processing
Organise students in pairs and ask them to share memories of something they found difficult to learn when they were
young.
b. To develop students’ ability to listen for a general understanding of the text or to listen for specific information
Show them five pictures (as below) and ask students to listen and match the speakers to each picture.

c. To develop students’ ability to listen for a more detailed understanding of the text
Give students true/false statements about the text. Students listen and decide if statements are true or false, e.g.
Speaker 1’s children are not good at swimming now.
d. To develop students’ speaking or writing skills
Tell students that they are going to talk about their own experiences of learning a new skill. Ask students to think
about the following information as they prepare their notes:
 What was the skill?
 How old were you when you learnt it?
 Who taught you?
 How did you learn?
 Do you think it was a good way to learn? Why/Why not?
Organise students into small groups and ask them to share their experiences.

Unit 12 Lexis
Learning objectives

By the end of the unit CPs will have:

 explored the relationship between grammar and lexis

 analysed and categorised different types of lexis
 reviewed techniques for focusing on MFPA
 considered how to exploit texts for lexis.
Overview

Number of screens: 24

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: The unit opens with a look at the difference between grammar and lexis. It then reviews the key concepts
involved with traditional vocabulary (e.g. lexical sets, synonyms, antonyms) before moving onto to break down language
according to Michael Lewis’s categories of words, collocations, semi-fixed and fixed expression. CPs then watch a film clip of
an experienced teacher dealing with the MFP in a lesson on lexis, before reviewing key techniques which can be used to do
this (e.g. CCQs, eliciting form onto the board and drilling).

Key terms introduced: collocation, fixed and semi-fixed expressions

Discussion forums
None

Unit 13 Practice activities

Learning objectives

By the end of the unit CPs will have:

 examined different kinds of practice activities and their aims

 analysed how to avoid potential pitfalls when using practice activities in class
 learned how to adapt practice activities to suit their learners’ needs.
Overview

Number of screens: 20

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit describes freer and less controlled practice activities, categorising them in terms of the amount of
choice a student has over language and ideas, and how much communicative risk a student is taking when doing an
activity. It then moves on to describe potential pitfalls with both more controlled and freer practice activities, before
looking at how teachers can make adaptions in order to avoid these.

Key terms introduced: more/less controlled practice activity; freer practice activity

Discussion forums
Activity Activity aim and description To do Materials required
Task 11: Adapting The aim here is to practice adapting practice -Before CPs do the unit: Write None
a Practice Activity activities. CPs need to work together for this an email to CPs putting them
for Your Class task, either via email, Skype or stickies. CPs in pairs or small groups from
choose a practice activity from the course- the same TP groups, with
book they are currently using or have used instructions for the task. NB If
in TP. It might have one or several of the CPs have not yet started TP,
following problems with it: tell them to decide/imagine
-There might be a mismatch between the which group of learners they
target language and the practice activity could use the material with.
-It might not provide enough variety of Remind CPs that they will do
practice alongside other practice activities one post of the summary per
It might contain ‘blocking’ language pair/group.
-It might not be communicative -Monitor discussion forum
-It might not be very meaningful -Post a summing up
-It might not be achievable because it -Close the DF
requires language your student might not
know or requires too much imagination.
CPs:
- write a description of the practice activity
they have chosen
-make a list of issues with it
-describe how they would adapt it to deal
with the issues.
CPs post a summary of their activity and
discussion on the DF and read their
 colleagues’ postings.

Alternative To ensure all CPs contribute you may wish -Send an email to all CPs as None
to assign more specific roles to CPs. above with the A/B pairs or
small groupings. Include the
roles for each CP, for example:
A finds the activity in the
coursebook and writes a list of
issues.
B then has to adapt it, and
send it back to A, etc.
Remind CPs that they will do
one post of the summary per
pair/group.
-Monitor discussion forum
-Post a summing up
-Close the DF

Unit 14 Correction
Learning objectives

By the end of the unit CPs will have:

 reviewed reasons for monitoring and considered its importance in responding to student output
 examined the rationale for correcting and reformulating student language
 analysed what, how and when to correct and reformulate and explored the role of teachers and learners in
correction
 practised correcting and reformulating student output.
Overview

Number of screens: 30

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit looks at the area of correcting and reformulating students’ output. It starts by examining the
rationale for both correcting and reformulating, before moving on to different ways of correcting, when it should and can
be done, and by whom.

Key terms introduced: self- and peer-correction, reformulation

Discussion forums
Activity Activity aim and description To do Materials required
Task 8: CPs have to look at instances of learner -Monitor discussion forum Suggested
Reformulating language and share how they could -Post a summing up and reformulations
Students’ Output prompt students to reformulate two or suggested reformulations as below
three of the utterances. appropriate
-Close the DF
Task 8: Reformulating Students’ Output

6 Look, it’s raining a lot.

Look it’s ____________ ____________ (different verb?)
[Look, it’s pouring down]

7 I went out with friends. It was great.

I went out with friends. I ____ _ _____ _____.
[I went out with friends. I had a great time.]

8 Maybe he left his wallet in the kitchen.

He _______ ______ left his wallet in the kitchen.
[He might have left his wallet in the kitchen.]

9 I slept until late on Sunday morning.

I had a l_____-i_____ on Sunday morning.
[I had a lie-in on Sunday.]

10 I smoked before but now I don’t smoke.

I __________ ________ smoking … ago (phrasal verb?)
[I’ve given up smoking / I gave up smoking (two years) ago.]

Unit 15 Pronunciation 1: Overview

Learning objectives

By the end of the unit CPs will have

 examined students’ views on pronunciation

 identified different features of pronunciation and explored problems learners have with these
 explored ways of responding to difficulties learners have with pronunciation
 analysed ways of helping students improve their pronunciation and examined published material focusing on
pronunciation.
Overview

Number of screens: 44

Estimated time taken to complete: Approximately 3 hours

Unit overview: This is a long unit which covers a lot of different parts of the pronunciation system. There is no discussion
forum but there are lots of small individual tasks to help CPs process the different ideas. The unit examines the following
areas: phonemes, the phonemic chart, word and sentence stress, connected speech and intonation. In the latter half of the
unit, there is a look at different techniques which can be used to deal with these areas, including a more detailed look at
drilling.

Key terms introduced: phonemes, allophones, elision, catenation, assimilation, intrusion, weak forms

Discussion forums
None

Unit 16 Grammar
Learning objectives

By the end of the unit CPs will have:

 considered what is meant by grammar

 reviewed the importance of responding to students’ grammatical needs
 reviewed how to clarify and provide practice of grammar in class
 become more aware of the role of grammar
 explored an alternative approach to clarifying grammar in class.
Overview

Number of screens: 17

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit starts off with a look at what grammar is, defining it as the ‘nuts and bolts’ of the language. It
then gets CPs to identify a grammar issue of a student – the past simple – and to consider how to address it. They do this
by preparing a Language Analysis sheet on these grammar points, as they would in a lesson plan, and then evaluate course
book material which addresses this point. Finally, they briefly examine an alternative to the traditional approach to
grammar teaching – grammaring.

Key terms introduced: grammaring

Discussion forums
Activity Activity aim and description To do Materials
required
Task 9: Your Turn The aim is to revise the key ideas in the unit -Monitor discussion forum None
about teaching grammar. CPs have to plan a -Post a summing up
lesson outline for a language lesson -Close the DF
focussing on comparatives and superlatives.
They outline the context they would use,
how they would deal with MFP, and what
practice activities they would get students
to do in class.

Unit 17 Speaking
Learning objectives

By the end of the unit CPs will have:

 identified activities to develop students’ speaking

 explored learners’ needs in developing their speaking skills
 examined the sub–skills and strategies of speaking
 looked at two different approaches to teaching speaking
 analysed possible problems in delivering speaking classes and how to address these.
Overview

Number of screens: 23

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: Apart from a brief look in the unit on Listening and Practice activities, this is the first unit on the productive
skills. It analyses the differences between speaking and writing, before looking at the different sub-skills and strategies
involved in speaking. These include the systems: grammar, pronunciation, lexis, as well as features of spoken discourse,
e.g. backchanneling and hesitation devices. The unit then moves on to look at three approaches to teaching the skill. These
are: conversation classes with delayed error correction, teaching a feature of spoken discourse through a PPP model and
Task-Based Learning.

Key terms introduced: showing interest, false starts, vague language, checking understanding, interruptions, fillers, linkers,
task-based learning

Discussion forums
None

Unit 18 Lesson planning 2

Learning objectives

By the end of the unit CPs will have:

 reviewed the key elements of writing a lesson plan

 reviewed and extended approaches to planning a lesson which develops students’ language skills, both receptive
and productive
 reviewed and extended approaches to planning a lesson which focuses on language systems.
Overview

Number of screens: 33

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit has two principle objectives: to review and extend participants’ understanding of the issues
involved in lesson planning, and to review and extend their understanding of basic approaches to teaching. The unit opens
with a quiz which reviews the basics of lesson planning. This is then followed by an analysis of the following approaches to
teaching: guided discovery, followed by practice and production, test-teach-test and task-based learning. The unit closes
with a task in which CPs analyse and suggest adaptations to a course book lesson in which language is introduced.

Key terms introduced: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 13: Your The aim is to review the three -Before CPs do the unit: Write an None
Turn approaches to teaching examined in the email to CPs putting them in pairs
unit. CPs need to work together for this or small groups from the same TP
task, either via email, Skype or stickies. groups, with instructions for the
task.
CPs choose a lesson from a course book. NB If CPs have not yet started TP,
They have to identify the basic approach tell them to decide / imagine
taken (e.g. test-teach-test), and then which group of learners they
suggest ways in which the lesson might could use the material with.
be adapted to suit a class. -Remind CPs that they will do one
post of the summary per
CPs post a summary of their activity and pair/group.
discussion on the DF which should -Monitor discussion forum
include: -Post a summing up
a) The coursebook name, level and page -Close the DF
number. b) Analysis of the lesson’s key
stages. c) Ideas about how the basic
stages might be adapted for your class.

CPs then read their colleagues’ postings

and make comments.

Unit 19 Writing
Learning objectives

By the end of the unit CPs will have

 examined the differences between speaking and writing

 explored the elements which constitute a written text
 examined different approaches to teaching writing
 looked at how to give feedback on what students write, including correction and reformulation.
Overview

Number of screens: 21

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit looks at the writing skill. It is centres on students’ writing and needs. It takes a look at writing sub-
skills and written discourse, comparing key differences between this productive skill and speaking. It looks at two
approaches to teaching writing: product and process, though it does not label these as such. The final section examines
ways of giving feedback on writing and correcting students work, both in class time and outside.
Key terms introduced: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 13: The aim is to reflect on ideas examined in -Monitor discussion forum None
Discussion this unit and previous ones. CPs look back -Post a summing up
over the course materials and post any -Close the DF
comments they have on statements
made/implied in the course.
Alternative CPs may need more guidance or certain - Create 4/5 debate forums Example
ideas may have arisen which might with a different statement to statements for
encourage discussion. guide CPs into discussion for discussion below
each one. You can do this by
clicking on Forums on the left
hand column, then choose
Forum on the top right of the
screen. Then create the new DF
by writing the title, description
and choosing ‘debate’ as the
type of forum.
-Email CPs with instructions
and link to debate forums.
-Monitor discussion forum
-Post a summing up
-Close the DF
Task 13: Discussion- statements for discussion

1. Lesson plans take too long and it’s ok if teachers don’t stick to them so why bother?
2. It’s easier to plan and deliver a skills lesson than a language one.
3. The best way to teach new language (grammar or lexis) is to guide the learners to discover it for themselves.
4. If teachers have a strong regional accent, they should tone it down in class and teach their students a more normal pronunciation.
5. It’s ok for teachers and students to use L1 in class.

Unit 20 Recording and recycling language

Learning objectives

By the end of the unit CPs will have:

 reviewed how to design hand-outs, which can serve as written records of target language
 reviewed and analysed in more depth ways in which students can record language
 considered the principles of recycling
 analysed how language is recycled by published ELT material, teachers and students.

Overview

Number of screens: 24

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit starts to look beyond the classroom towards what students can do to learn independently; in
particular the unit examines ways of recording and recycling language, both inside and outside class. Firstly, CPs look at
how to prepare and use a guided discovery hand-out in class, which students can take away as a written record. It then
moves on to examine ways of recording lexis, fostering learner independence, and ways in which course books can recycle
language. Finally, there is a look at how learner styles can inform how students record and recycle language independently.

Key terms introduced: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 4: Creating a This task aims to review what CPs know -Monitor discussion forum None
Handout about, and provide practice of, creating -Post a summing up and model
a handout which clarifies MFP of target answer
language. CPs are asked to choose 1 of -Close the DF
2 language points, and prepare a
guided discovery handout for students.
This should clarify the MFPA of the
language point.
Alternative CPs could work collaboratively. They -Before CPs do the unit: Write an Model answer –
create their handout and email the email to CPs putting them in A/B see below
handout to their partner, who pairs, with instructions for the task.
completes it, evaluates it, and then Tell CPs that they should post their
posts the completed handout and completed handout with comments
evaluation in the appropriate DF. to the discussion forum.
-Monitor discussion forum
-Post a summing up
-Close the DF
OPTIONAL The aim is to revise the key points from -Monitor discussion forum Model answer –
Task 12: Wordle the unit. CPs write five statements -Post a summing up and model see below
End Notes which summarise the main points answer
about the unit’s topic. They then post -Close the DF
comments on each other’s statements.
Task 4: Creating a Handout – model answer

Model answer A

Polite questions

Examples:
Would you mind if I asked how old you are?
Would you mind if I asked how much you earn?

Meaning
Look at the sentences and answer the questions.
(a) What do I want to know? Their age/how much money they earn
(b) Am I asking directly or indirectly? Indirectly

Form
What are the differences between a direct question into an indirect question:
How old are you? /Would you mind if I asked how old you are?
How much do you earn?/Would you mind if I asked how much you earn?

Answer:
How old are you?
question word + verb + subject
Would you mind if I asked + how old + you + are?
Would you mind if I asked + question + subject + verb
word

How much do you earn?

question + auxiliary + subject + verb
word verb

Would you mind if I asked how much you earn?

Would you mind if I asked + question+ auxiliary + subject + verb
word verb

Pronunciation
Mark the main stress in the sentences below.
Which words have the /ə/ sound?
/ə/ ● ● ● ●
Would you mind if I asked how old you are?
/ə/ ● ● ● ●
Would you mind if I asked how much you earn?

Appropriacy
Put the following sentences in order of polite less polite
Would you mind if I asked how old you are?
Do you mind if I ask how old you are?
How old are you?

Model answer B

Causative have

Examples:
I had my hair cut last week.
We had our clothes cleaned last week.

Meaning
Underline the sentence with the same meaning as the example
sentences above.
(a) I cut my hair last week.
(b) Someone else cut my hair last week.
(a) We cleaned our clothes.
(b) Someone else cleaned our clothes

Form
What form of the verb follows the object below? Circle
the correct answer.
(a) bare infinitive (b) past participle (c) past simple

have/has + object + ________

Look at the sentences below and decide which is possible in each case.
(a) Sentence 1
(b) Sentence 2
(c) Both

1. I had my hair cut last week.

2. I’d my hair cut last week.
Answer: (a)
1. I haven’t my hair cut last week.
2. I didn’t have my hair cut last week.
Answer: (b)
1. Did you have your hair cut last week?
2. Have you your hair cut last week?
Answer: (a)

Pronunciation
Mark the main stress in the sentences below.
● ● ●
I had my hair cut last week.
● ● ● ●
We had our clothes cleaned the same day

Task 12: Wordle End Notes – model answer

1. Students need to record both grammar and lexis efficently and effectively to be able to produce it later.
2. Recycling is an important part of the learning process.

3. Students often need training to record language effectively.

4. Teachers should encourage students to recycle lanuguage outside class.

5. Handouts can be useful ways for students to record grammatical language.

Unit 21 Authentic material

Learning objectives

By the end of the unit CPs will have:

 explored different types of authentic materials

 considered potential difficulties in using authentic materials in class
 examined ways of exploiting authentic materials
 looked at how to help students deal with unknown language in authentic texts
 made initial preparations for the Language skills assignment.
Overview

Number of screens: 31

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit looks at the use of authentic material in class. It starts by looking at how authentic material can
come from a range of genres or text types, and where one might be able to source these. It then moves onto the
advantages and disadvantages of using authentic material, and then at how the issues might be addressed. It closes by
examining how the use of authentic material can relate to the skills assignment, and a note about copyright issues involved
in using published material in class.

Key terms introduced: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 14: Your The aim of the task is to develop CPs’ -Monitor discussion forum None
Turn awareness of using authentic materials -Post a summing up
with learners. CPs have to find an -Close the DF
authentic text (either a written text or
sound file) and decide which TP group it
would be suitable for and why. (e.g. the
group’s needs and interests)

Unit 22 Discourse
Learning objectives

By the end of the unit CPs will have:

 reflected on learners’ needs when producing spoken and written texts

 identified features of spoken and written discourse and considered the differences between them
 examined how some coursebooks deal with discourse
 explored how students can be encouraged to become more aware of discourse features in order to communicate
more effectively.
Overview

Number of screens: 29

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit starts by reviewing the key differences between written and spoken discourse, points which were
made in the units on these skills. It then uses a series of guided discovery tasks to review the key features of written and
spoken discourse in more detail.

Key terms introduced: N/A

Discussion forums
Activity Activity aim and description To do Materials required
OPTIONAL The aim is to revise the key ideas regarding -Write a list of questions Suggested
Task 16: materials which have been examined (the same number as questions – see
Reflection throughout the course and to draw together there are CPs) which cover below
theory and practice in the classroom. the course content or
areas CPs are struggling
If the CPs are active, this alternative activity with so far.
might be appropriate. It encourages CPs to -Email the list of questions
reflect on the input covered so far. to CPs with the name of a
different CP attached to
CPs are sent a list of questions/ideas and each one.
each CP is assigned a question. The CPs then -Tell CPs that they need to
post their responses/answers to their write a response to their
question and read their colleagues’ postings. assigned question.
-Encourage CPs to read
each other’s postings.
-Monitor postings and
post a final comment.
-Close DF.
OPTIONAL TASK- Suggested questions

1. Which part of the lesson plan do you find hardest to write? Why?
2. What do you find easiest to analyse MFP or A?
3. What information does a student need to know when learning a new piece of lexis?
4. Why is it important to have a context for teaching new language?
5. How can teachers give feedback on a speaking task?
6. How can teachers give feedback on a writing task?
7. Name eight text types from authentic materials that teachers can exploit in class, for example, a song.
8. Why might a teacher decide to use authentic materials in class?
9. How can teachers recycle language in class?
10. What are the five areas of phonology?
11. How can teachers help students with pronunciation in class?
12. Why might a teacher want to adapt a practice activity?
13. What different ways can teachers correct student errors?
14. What different reasons may a teacher have for not correcting an error in class?
15. What are some of the differences between written and spoken discourse?

Unit 23 Beyond the Coursebook

Learning objectives

By the end of the unit CPs will have:

 explored additional published ELT materials, including self-study material

 reviewed the use of authentic material in the classroom
 analysed ways of exploiting additional ELT and authentic materials in the classroom
  examined a range of IT resources both for self-study and for use in class
 explored teaching without the use of published ELT material or online resources.

Overview

Number of screens: 19

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit looks at the range of ELT material and approaches to teaching which lay outside of traditional
course books. This includes published material (e.g. self-study books and web sites; teacher reference books and ELT blogs)
a review of the pros and cons of authentic material, and a critical examination of Dogme ELT and project work.

Key terms introduced: Dogme ELT, self-study material

Discussion forums
Activity Activity aim and description To do Materials required
Task 13: Learner The aim of the task is to review the key ideas of the -Before CPs do the None
Needs unit: both published material and alternative unit: Write an email
approaches. CPs work together to prepare a profile for to CPs putting them
a learner they have taught in TP. They then answer the in pairs or small
following questions about that learner: groups from the
same TP groups,
 Are there any lesson plans published resources, with instructions for
websites or sources from the course materials the task. Remind CPs
which you could recommend to the student? that they will do one
 Would Dogme ELT or project work suit the post of the summary
student? per pair/group. NB
Depending on the
 What recommendations would you make for the
students’ self-study? stage of TP, CPs may
choose to work with
a learner from the
CPs then post their profile and summary to the DF and previous level.
comment on their colleagues’ posts. -Monitor discussion
forum
-Post a summing up
-Close the DF

Unit 24 Pronunciation 2
Learning objectives

By the end of the unit CPs will have:

 revised the unit on Pronunciation 1

 become more familiar with the phonemic chart and practised using it
 explored ways of using the phonemic chart with learners
 analysed activities from published materials which exploit the phonemic chart.
Overview

Number of screens: 26

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This is the second instalment on pronunciation, and focuses on the phonemic chart. It starts by clarifying
the monothongs, dipthongs and consonants of the chart, and then looks at a variety of ways that teachers can use it in
class to help students with their pronunciation.
Key terms introduced: N/A

Discussion forums
None
Unit 25 Language review
Learning objectives

By the end of the unit CPs will have

 revised the importance of language for learners and analysed a learner’s use of language
 further explored features of grammar, lexis, pronunciation and discourse
 developed their ability to analyse grammar, lexis and discourse in terms of meaning, form, pronunciation and appropriacy
for teaching purposes.
Overview

Number of screens: 26

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit reviews the four language systems which have been introduced during the course so far: grammar, lexis,
pronunciation, and discourse. This is done through a series of guided discovery tasks. It starts by looking at a learner profile and their
learner language, which forms the basis for the language analysis in the unit.

Key terms introduced: N/A

Discussion forums
Activity Activity aim and description To do Materials required
Task 3: Reflection The aim is to raise awareness of CPs’ own strengths -Monitor discussion forum None
and weaknesses in terms of language analysis. CPs -Post a summing up
are asked to reflect on their strengths and -Close the DF
weaknesses in terms of analysing language for
teaching purposes. They then post these and
comment on each other’s, making suggestions for
improving their weaknesses.

Unit 26a Literacy

Learning objectives

By the end of the unit CPs will have

 examined the reasons why some learners have literacy problems

 identified the difficulties learners with literacy issues face in the language classroom
 looked at approaches and activities used to help learners to read and write.
Overview

Unit 26 is divided into two distinct modules, which are half the length of normal units. The first section (26a) looks at the
syllabus area of literacy; the second (26b) explores the issue of different varieties of English.

Number of screens: 9

Estimated time taken to complete: Approximately 1 hour

Unit overview: Unit 26a examines the issues of literacy, that is to say how to teach reading and writing at lower levels. It
starts off by examining why some students have issues with literacy, moves on to look at the particular issues they may
have, and finishes by looking at how a teacher might approach dealing with these issues.
Key terms introduced: N/A

Discussion forums
None

Unit 26b Varieties of English

Learning objectives

By the end of the unit CPs will have

 considered what a language variety is

 explored students’ needs in terms of the variety or varieties they need to understand
 considered how to meet students’ needs to speak and understand different varieties.
Overview

Unit 26 is divided into two distinct modules, which are half the length of normal units. The first section (26a) looks at the
syllabus area of literacy; the second (26b) explores the issue of different varieties of English.

Number of screens: 13

Estimated time taken to complete: Approximately 1 hour

Unit overview: This units looks at the issue of different varieties of English, examining both regional varieties and social
varieties. It analyses these in terms of students’ needs to understand and use different varieties, and how a teacher can
accommodate these needs. Finally, the unit turns to the issue of English and International Language (EIL).

Key terms introduced: varieties, EIL

Discussion forums
Activity Activity aim and description To do Materials required
OPTIONAL This is an optional task depending on CPs -Monitor debate forum Suggested points
Task 7: participation level and interest in the area. -Post a summing up to include in
Consequences of which may include summing up – see
EIL The aim is to raise CPs’ awareness of the issues ideas below below
involved in EIL. CPs have a debate on the -Close the Debate
statement ‘We should be teaching British English Forum
because that’s what students really want to learn’.
CPs state whether they agree or disagree in the
Debate Forum and write a comment saying why.
Then they comment on each other’s ideas and a
debate is generated.
NB This is a Debate Forum where participants
choose a colour which states their point of view.
Task 7: Consequences of EIL – model answer

The debate is centred around the questions which English should we teach our students and what are the consequences of
English being an international language.

There are many varieties of English, such as British English, American or Australian English but students need to learn one
variety to communicate. However, the more aware students are of varieties and the differences between these, the better.

There are two main consequences of English being an international language on teaching. Firstly, students are likely to
need to understand a range of varieties of English. Secondly, students are likely to need to communicate with people from
a range of different cultural attitudes. For example, they may communicate with someone who is much more direct than
they are, or who is far more indirect.

It is therefore necessary to consider ways of integrating a range of varieties and cultural attitudes into the content of a
General English course regardless of students’ expressed or unexpressed needs. If a teacher has a multilingual, and
therefore multicultural, group the class itself can provide some of this variety. However, if a teacher teaches in a
monolingual, and therefore sometimes mono-cultural, class then it might be necessary to integrate different listening and
reading material with participants from a range of different cultures. This will expose students to a range of different
cultural attitudes.

You may wish to watch this video of David Crystal talking about Varieties of English
http://www.macmillanglobal.com/blog/teaching-tips/which-english-should-we-teach-david-crystal

Unit 27 Testing and Exams

Learning objectives

By the end of the unit CPs will have:

 explored their own beliefs and learner beliefs about testing and assessment
 analysed what makes a good test
 identified different types of tests and assessments and criteria for evaluating students’ productive skills
 researched popular tests in ELT
 explored the implications of teaching exam classes.
Overview

Number of screens: 25

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This units looks at various issues involved in testing and assessment. It starts off by examining criteria for a
valid test, before moving on to identify key types of tests and how these play a role in teaching. The unit examines how
testing is dealt with in course books, and there is a look at how to evaluate students’ speaking and writing, including an
example of a student’s FCE speaking exam. Finally, CPs analyse the most popular tests in ELT, including Cambridge main
suite exams, and IELTS, and see how these relate to one another by mapping them out against the CEF.

Key terms introduced: discrete vs. holistic tests, achievement, progress, level/placement, diagnostic and proficiency tests

Discussion forums
Activity Activity aim and description To do Materials
required
Task 12: Exams The aim is to raise CPs’ awareness of -Before the task, you need to email None
in English different kinds of public examinations. CPs CPs a list of exams to research.
research a public exam, and answer These could be Cambridge main
questions on it – posting their research in suite exams, IELTS, TOEIC or
the DF. CPs then read each other’s research BULATS. Alternatively, it could be an
and post any questions they would like exam or exams which are popular
answered about the exams. The questions and important in your local context.
are: If there are a limited number of
1. What is the name of the exam? exams to research, and a lot of CPs,
2. What does the abbreviation stand for? put them in groups, and ask them to
3. Who is it aimed at? (adults, teenagers, email one another to divide up the
children, immigrants) questions between them, before
4. Which level is it aimed at? (intermediate collating the answers and one group
(B1), upper intermediate (B2)) member posting in the DF.
5. How many papers does it include? -Monitor discussion forum
6. How long does each paper take? -Post a summing up and a model
7. Can the exam be taken on the answer
computer? -Close the DF
8. How is it graded or scored.
Unit 28 Learner training
Learning objectives

By the end of the unit CPs will have:

 considered what is meant by ‘learner training’ and the importance of helping students become more
autonomous learners
 identified how learners can become more independent inside and outside class
 analysed a variety of activities to encourage learner independence
 listened to teachers talking about how they exploit learner training in their class.
Overview

Number of screens: 25

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: The unit starts out with a section on learner training in class, examining using dictionaries, using needs
analyses, teaching classroom language, using the self-access centre and recording lexis. It then analyses learner training
and autonomy outside class, looking at accessing authentic material, using reference books and recycling language.

Key terms introduced: SAC (Self-Access Centre)

Discussion forums
None

Unit 29

Unit 29 consists of three elective units, which provide introductions to three more specialised areas of English Language
Teaching. It is necessary to choose two of these units to complete. The unit on Younger Learners (29a) examines how to
teach learners from five to sixteen years old; the unit on ESP (29b) considers approaches to teaching English for Specific
Purposes (e.g. for business or academic purposes); the unit on Different Contexts (29c) examines how to teach in a variety
of contexts (e.g. large class sizes and mono-lingual and multi-lingual classes).

The OCT should tell CPs this in the week leading up to their doing these units.

Discussion forums
None

Unit 29a Young learners

Learning objectives

By the end of the unit CPs will have

 explored the main differences between teaching adults, adolescents and children
 considered the needs and learning styles of Younger Learners
 analysed effective classroom management techniques
 identified suitable classroom activities for Younger Learners
 researched useful online resources.
Overview

Number of screens: 18

Estimated time taken to complete: Approximately 1 hour

Unit overview: This unit looks at the two categories of YLs: learners up to the age of 10 or 11, and adolescents. In terms of
teaching children, the unit explores key differences between children and adults in terms of their ability to learn. It then
looks at how to manage the YL classroom, the importance of routines and a range of techniques and activities which can be
effective in the classroom. In terms of adolescents, the unit examines issues of discipline and the similarities between
teaching this age group and teaching adults.

Key terms introduced: YLs (Young Learners)

Discussion forums
None

Unit 29b English for Specific Purposes

Learning objectives

By the end of the unit CPs will have

 re-examined different types of motivation in the context of teaching ESP

 examined the importance of needs analyses in ESP
 analysed what is taught in the ESP classroom
 considered how to approach teaching ESP, in both group and one-to-one classes.
Overview

Number of screens: 11

Estimated time taken to complete: Approximately 1 hour

Unit overview: The unit examines a range of issues to do with teaching ESP. It examines the importance of a needs
analysis in ESP and the kinds of motivation students can have in this kind of course. There is a look at ESP course books,
and how to teach ESP, both in groups and one-to-one.

Key terms introduced: ESP (English for Specific Purposes)

Discussion forums
None

Unit 29c Different Contexts

Learning objectives

By the end of the unit CPs will have

 considered different teaching contexts

 examined the issues arising with teaching large classes and explored ways of adapting to large classes
 analysed the issues arising when teaching monolingual and multilingual groups and identified strategies to
address these
Overview

Number of screens: 16

Estimated time taken to complete: Approximately 1 hour

Unit overview: This unit looks at different teaching contexts. It examines the challenges of teaching large classes, and
monolingual vs. multilingual groups. There is also a look at the role of translation.

Key terms introduced: monolingual, multilingual

Discussion forums
None
Unit 30 Beyond the Course
Learning objectives

By the end of the unit CPs will have

 examined ways of finding employment after the CELTA course and explored what a CELTA qualified teacher
should look for in a school
 identified the challenges facing a CELTA qualified teacher in their first year
 listened to experienced teachers working in their own countries and abroad giving useful teaching tips and advice
about how to continue developing as professionals
 explored the career paths available to teachers after completing the CELTA course.
Overview

Number of screens: 17

Estimated time taken to complete: Approximately 2-3 hours

Unit overview: This unit examines life after the course. It looks at how to find a job, analysing and providing advice on the
different stages, from looking for job ads through to the interview for the job itself. There is a section on a CELTA
graduate’s first year of teaching, and what they might expect. Finally, there is a look ahead to different possible career
paths which an ELT teacher might take

Key terms introduced: N/A

Discussion forums
Activity name Activity To do Materials required
description/course fit
OPTIONAL The aim here is to let CPs -Send CPs an email explaining this is an optional None
Task 14: End-of reflect on the course. DF task with the following instructions:
Course 3-2-1
To complete this final task:

1. think of 3 things that you’ve learned

about teaching and learning and how
you can apply them to your future
teaching
2. tell us your 2 favourite
tools/techniques that you’re keen to
implement in your teaching, for
example, the phonemic chart or
Dogme.
3. come up with 1 suggestion for post-
course development that you would
like to follow-up once the course is
over
4. post your thoughts in the 3-2-1
Discussion Forum.
-Post a summing up
-Close the DF
Below are a number of additional Discussion Forum tasks which can be used to supplement the discussion forum tasks in
the course materials. As these tasks are optional they can be found in the Optional Tasks folder on the appropriate Forums
page. For example, Unit 03 Task: Q & A can be found in Forums<Forum Unit 03 Dealing with Language <Optional Tasks <
Unit 03 Task: Q & A.

Additional Discussion Forum Tasks

Activity Activity aim and description To do Materials required
Unit 03 The aim of this DF is to help Before: Note that this ‘jigsaw’ task has been set up for None
Task: Q&A CPs with clarifying language up to 15 CPs. They can negotiate the three questions
in class. This is relatively they wish to ask in DFs A, B, C in Unit 03 Task: Q&A.
early in the course and CPs You can organise how many go into each group
may have lots of questions; according to your numbers. However, you need to
they may also have very send a message to CPs telling them which group they
broad questions. are when this task is set. CPs negotiate the questions
between them in their different DFs.
CPs have to write three -Monitor the group negotiations, and if necessary
questions they have intervene and keep focus of negotiation. Remind CPs
regarding teaching language in good time that they should post their negotiated
in class. They then negotiate three questions to the Discussion forum in good time
which three questions to ask for you to answer the questions.
the OCT in groups. One -Tell CPs to read other people’s questions posted so
person then posts these the far before they post their own questions in order to
DF. Note that this is the first check that they do not repeat questions.
‘jigsaw’ task of the course, -Post answers once all groups have posted. NB: This
and the OCT needs to put quite a substantial task and this post will take some
CPs into groups, and notify time to do.
them of these groups in -Close the DF
advance.
Unit 17 The aim here is to revise the -Send CPs an email with the instructions below Email instructions
Task: Design a key points from the unit -Monitor discussion forum below
lesson regarding teaching the -Post a summing up
speaking skill. CPs design an -Close the DF
hour-long speaking lesson.
They choose one of the
approaches to teaching the
speaking skill, outlined in
the unit, and prepare a
lesson outline on it.
Task: Design a Lesson

To consolidate what you have learnt in this unit you are going to plan a speaking skills lesson and share your work in the Discussion
Forum. Your lesson will be one hour long.

First, choose one of the approaches examined in this unit, then follow instructions 1-3 in that section.

Approach 1 (developing speaking sub-skills and strategies)

Lesson aim: To enable students to understand and use one of the sub–skills or strategies of speaking (e.g. to enable students to
understand and use vague language)

1. Choose one of the sub–skills or strategies below:

a) Showing interest
b) Vague language
c) Checking understanding
d) Interruptions
e) Fillers
f) Linkers

2. Afterwards, post the following things in Discussion Forum Unit 17 Task: Design a Lesson:
  your lesson outline
 a brief comment to the rest of the group saying why you chose the approach you did and why you staged the
lesson the way you did

3. Read the other lesson outlines and comments, and comment on two of these, explaining one strength and one weakness
of each.
Approach 2 (real-life speaking tasks)
Lesson aim: To develop students’ speaking skills.
1. Choose a task. Here are some examples:

a) Choose the best candidate for a job

b) Choose the decoration for a room
c) Have a debate about a relevant issue
d) Design a tour for tourists for the town or city you are studying in
e) Organise a barbecue
f) Write a list of tips for a visitor to your country

2. Afterwards, post the following things in Discussion Forum Unit 17 Task: Design a Lesson:

 your lesson outline

 a brief comment to the rest of the group saying why you chose the approach you did and why you staged the
lesson the way you did

3. Read the other lesson outlines and comments, and comment on two of these, explaining one strength and one weakness
of each.

Unit 19 The aim is to draw together -Send CPs an email with the instructions below Email instructions
Task: Design a the ideas examined in the -Monitor discussion forum below
lesson unit on teaching the writing -Post a summing up
skill. CPs choose a text type -Close the DF
from a list and then write a
lesson outline for an hour-
long lesson describing how
they would approach
teaching it with one for their
TP groups (if appropriate).
Task: Design a lesson

In order to draw together the various points discussed in this unit, you are going to plan a writing skills lesson and post this to the
Discussion Forum Unit 19 Task: Design a Lesson. Your lesson will be one hour long.

1. Choose one of the text types below. You should choose a text type because you think your teaching practice students need
to focus on it.

2. Then create:
o a brief outline of your lesson, starting with the lead-in and finishing with feedback at the end of the writing task
o a brief comment to the rest of the group saying why you chose the text type and why you staged the lesson the
way you did.

Personal writing Public writing Creative writing

recipes letters of complaint songs or poems
diaries emails of requests novels
reminders speeches plays
shopping lists advertisements reviews
packing lists enquiry letters biographies
Social writing Study writing Work writing
invitations essays reports
e-mails to friends bibliographies application forms
instructions or directions dissertation proposals contracts
telephone messages dissertations minutes at a meeting
 text messages CVs
birthday cards Agendas
thank you notes
notes of apology
Facebook or MySpace entries
Twitter
postcards

Unit 21 This task would be useful for -Send CPs an email with the instructions below Email instructions
Task: Learners in TP groups currently doing TP. -You may wish to pair CPs together for this task to below
The aim is to consider how make it more collaborative (if so, instructions below
the selection of types of will need adjusting)
authentic material should -Monitor discussion forum
relate to students’ needs. -Post a summing up
CPs have to choose three -Close the DF
text types which would be
useful to use in class. They
have to justify their choices
in terms of their students’
needs.
Task: Learners in TP

1. Think about your current TP group and identify three types of text from the list below which would be useful and relevant to their
learning.

A song - a conversation - instruction - a blog - a joke - a recipe - an argument -

a speech - an email - a poem - an advert - a short story - a news article

2. When you are ready, post your summary on the Discussion Forum Unit 21 Task: Learners in TP, including the level, the text types
and reasons why they would be relevant.

3. Read your colleagues’ summaries and post a comment to one of your colleagues with a suggestion of one source they could
explore to find suitable material for their TP group.

Unit 22 The aim is to revise the key -Send CPs an email with the instructions below Email instructions
Task: Design a ideas regarding discourse -Monitor discussion forum below with pdfs of
lesson which have been examined -Post a summing up texts
in the unit. CPs are given an -Close the DF
authentic listening
transcript, and an authentic
reading. They have to
choose one, and design a
lesson outline based on the
material.
Task: Design a lesson

Here are two extracts taken from Kay, S & Jones, V (2009) New Inside Out Upper Intermediate p 69 Macmillan and Forsyth, W (2000)
Clockwise Intermediate p 107 Oxford University Press.

1. Read the book extract and read the conversation.

2. Choose whether you would like to focus on the book extract or the conversation.
3. Decide which feature of written or spoken discourse could be highlighted in the text you have chosen.
4. Make notes on what activity could be done to focus on this feature.
5. Post a brief outline of your lesson plan on the Discussion Forum Unit 22 Task: Design a Lesson. NB Remember you will need
to include reading/listening task(s) before focusing on discourse to ensure students have understood the text.
6. Read your colleagues’ postings and decide whose activities you would like to ‘steal’.
7. Post them a reply saying why you think their lesson plan is effective.
Kay, S & Jones, V (2009) New Inside Out Upper Intermediate p 69
Macmillan and Forsyth, W (2000) Clockwise Intermediate p 107 Oxford University Press.
Unit 22 Task: Design a lesson – model answer

Possible lesson plan for Kay, S & Jones, V (2009) New Inside Out Upper Intermediate p 69 Macmillan.
Lead-in:
Ask students to talk about where they used to go on family holidays and whether they enjoyed them.
Reading for a general understanding:
Students read the text and choose a title for the text.
Language Focus:
Get students to underline phrases to do with the seaside and family
seaside family
The ocean My wife
Sit on some sand The children
Get sand in your hair Our youngest
Have a paddle… Dad, Mummy
Little Jimmy
Number two daughter…

Then ask students to find another lexical set in the text and add words/phrases connected to it.
Practice
Get students to write their own A day at the seaside.
-------------------------------------------------------------------------------------------------------------------------------
Possible lesson plan for Forsyth, W (2000) Clockwise Intermediate p 107 Oxford University Press.
Lead-in:
Show students pictures of mountains and mountain trips. Ask students to brainstorm positive and negative points of going on
mountain trips.
Listening for a general understanding
Ask students to listen and decide if the speaker enjoyed their mountain trip or not.
Language Focus
Get students to listen again and note down any expressions that the listener uses to show they are listening and sympathetic. e.g.
Yeah, Did you? Oh God! Oh dear.
Ask students to think of more expressions to show sympathy.
Clarify MFPA of expressions.
Practice
Get students to make notes on a bad trip or experience they had. Organise students into groups and get students to practise
listening and showing sympathy as they listen to each other’s stories.

Unit 23 The aim is to get CPs to reflect on published material which -Send CPs an email Email instructions
Task: Recommend they have found useful during the course, and to raise with the instructions below
a published source awareness of the range of published material available to below
teachers in general. CPs have to consider published material -Monitor discussion
which they have found useful in some way during the forum
course. This could be a reference book or something else. It -Post a summing up
should not include a coursebook they have already used. -Close the DF
Task: Recommend a published source

Think about what published ELT materials you have found useful in your teaching so far (e.g. a grammar reference book, a website or
a photocopiable activities book).
1. Choose one and evaluate it by writing about:
 how you used it, for example, In my second teaching practice lesson, I used it to …
 why it was useful, for example, The website was great because it gave a very clear description of the rules of articles which I
needed to understand because …
 what its limitations were, for example, The book has a lot of different activities but they are very repetitive. Also, the
instructions for the tasks for low levels were quite convoluted and it was difficult to …
2. When you are ready, post what you have written onto the Discussion Forum Unit 23 Task: Recommend a Published Source.
3. Read what your colleagues have written.
4. Choose two resources from your colleagues’ recommendations which you would like to use in the future, and post them a reply
explaining why the resources appeal to you.

Unit 23 The aim is to raise CPs’ awareness of ELT material available -Send CPs an email Email instructions
Task: Your learners online for teachers, and to enable them to select from this with the instructions below
material in order to meet students’ needs. CPs have to below
 choose one activity from the websites they looked at that -Monitor discussion
would be useful and relevant to their students. Then then forum
post the link on the Discussion Forum with a brief -Post a summing up
explanation (maximum 100 words) saying why they chose -Close the DF
this activity. Finally, they read their colleagues’ postings and
choose one link that they think they might like to
recommend to their students in the future.
Task: Your learners
You are going to find an activity that would be useful for your students.
1. Explore the four websites you looked at in Unit 23: Beyond the Coursebook to find a suitable activity for your students.

http://cambridgeenglishonline.com/

http://www.bbc.co.uk/skillswise/

http://learnenglish.britishcouncil.org/en/

http://www.real-english.com/new-lessons.asp

2. Choose one activity that would be useful and relevant to your students. Make notes on why.
3. When you are ready, post the link on the Discussion Forum Unit 23 Task: Your Learners with a brief explanation (100
words) saying why you chose this activity.
4. Read your colleagues’ postings and choose one link that you think you might like to recommend to your students in the
future.

Unit 26b The aim is to raise CPs’ awareness of their students’ needs -Send CPs an email Email instructions
Task: Students’ to understand different varieties of English. CPs work with the pairings / below
Needs together and choose students they know quite well. They groupings for the task.
could be from the Focus on the Learner assignment, or from Include the
their teaching practice groups. They then identify which instructions below
variety of English might be useful to them, in terms of their -Monitor discussion
interests (e.g. they might be interested in US rap music) or forum
their needs (e.g. they might need to do business with people -Post a summing up
who speak Indian English). Finally, CPs consider how they -Close the DF
might meet the student’s needs for a particular variety
within a GE group class.
Task: Students’ Needs

1. You are going to discuss the needs of your own students in terms of the variety or varieties they might need to understand
and speak. You will do this with the other members of your teaching practice group. Before you do this, think of three or
four students you have taught in teaching practice. This might include the student or students you focused on in your
Focus on the Learner assignment. It might be students from your current or a previous teaching practice group.

Discuss the following with your partner/group and make notes on:

 Their interests, and how this might relate to varieties they might want to understand and speak (e.g. They love Hollywood
films so might be interested in understanding American English.)
 Their needs, and how this might relate to varieties they might need to understand and speak (e.g. They work for a company
which has clients in Singapore so they might need to be able to understand Singapore English.)
 How you might meet those needs if the students were in a General English class together.

2. When you are ready, go to the Discussion Forum Unit 26b Task: Students’ Needs and post the summary of your discussion
3. Post comments on your colleagues’ summaries, saying why you agree or disagree with their ideas
4. Respond to the comments on your original posting.