Part 1 Main lesson aims for TP5 were to show students types of questions we use when checking and

confirming information and show the correct intonation for tag questions. In the language presentation stage TTT was something that I knew could not be avoided. Id hoped that by eliciting during this stage I could gauge their level of understanding of tag questions and make the focus more student centred. This could have worked better if I had waited more during eliciting. In later eliciting the result was better with good responses received for the word explanations. I did not model the intonation enough nor did I make it clear that rising intonation means that the tag is a real question and falling intonation means it is a statement. The positive and negative rules in form were misunderstood and I realised this towards the end of the lesson while monitoring. Had I prepared the presentation part more clearly in my lesson plan this could have been avoided. Personal aims For TP5 were that it be less teacher centred and to give more error corrections live and delayed. During the practice activities I missed some errors and did not give myself enough time for feedback. Some questions were unclear like Samanders which could have been handled better. Lucia asked about the meaning of kick off even though I had already explained it in one of the feedbacks. There was also a repeat question about term. This could have been avoided if my language analysis sheet was more detailed and better prepared.

I wanted particularly to elicit and drill more during this lesson but omitted individual drilling for intonation. There were some technical problems despite my playing the track many times prior to the lesson.

Prior to this CELTA course I did not know that too much teacher talk was not good. This is almost a complete reversal in the way I view teaching. Though I do not dominate too much it is important for me to dive in more where necessary. For instance during monitoring in TP5 I gathered that some students had misunderstood tag questions. I could have corrected this during delayed feedback but choose to stick with the timing of my plan instead. At the end of TP5 I heard tag questions and their intonations being used in the freer
practise but had doubts about whether the aims were met.

Part 2. I am not pleased with my overall progress in my teaching practice sessions. It is not yet natural for me to think about so many different things at once during a lesson, for instance a task like monitoring has many factors to it like listening, reading, writing and watching the time all at once! By concentrating on timing for stages and sticking to my lesson plan I miss out sometimes on what the students need and maybe dont hear mistakes or questions as often as I could. I need to be more conscious tuning into what the students need rather that just working through my lesson plan. I need to study more grammar and utilise material in books and on the internet. I could get some tips from my stronger classmates also. Teaching plans though still time consuming are no
longer an alien task to me but still need a lot of work.

Making the class interesting by using topics and material that are relevant to the students is very important. For instance the dinner party plan I had with the Upper intermediate students really got going when they started discussing their guests and could have gone on well beyond the allotted time.

Part 3

Shortly before this CELTA course I began teaching English. Im aware that I have developed some bad teaching habits so it was important for me to undertake some training now in order to not have them engrained.

I have gained lots by observing both experienced and CELTA trainee teachers. I think I have gained most by observing my CELTA colleagues. Rob and Carrie are very comfortable with use of materials like the screen, projector and the board whereas Im a bit scared. Stephan has wonderful awareness of the language while I seem to be resistant to language analysis sheets and getting my hands dirty with the language to quote my tutor Brendan. Watching an experienced teacher like Joanne O Sullivan handle live and delayed error was a godsend as it is something all of us as students need to jump into. Prior to the CELTA course I had been using Michael Swans The Good Grammar Book I also like his book Practical English Usage which will continue to be referred to well after this course. Learning Teaching and Teaching English Grammar by Jim Scrievner are proving a great help too.