Delta Publishing Catalogue

Trinity CertTESOL Companion

A guide for English language teachers


Author: Jason Anderson

ISBN: 9781909783249

Trinity CertTESOL Companion is the ideal companion for any trainee English language teacher preparing for the Trinity CertTESOL course.

 
Trinity CertTESOL Companion can be used both as pre-course preparation and as a supplement to the training on the course. It sets trainee teachers firmly on the path to becoming capable and independent English language teachers.
 
 
Contents: The book consists of five core units which mirror the five units of the CertTESOL syllabus together with three supplementary units to assist trainees before, during and after the course.
 
Each unit includes a number of key features to model and support best practice in teacher education:
• Learning opportunities provided at the beginning of the unit;
• A review activity at the end of the unit to enable self-evaluation of the learning opportunities;
• ‘Pause for Thought’ activities at several stages within each unit to help trainees reflect on what they are reading in order to consolidate learning;
• Real quotes from CertTESOL trainers and former trainees to provide advice and build confidence.
 
 
Other features include:
• An extensive reference unit entitled ‘The Knowledge’ including information on CertTESOL pass criteria, English language exams and key aspects of grammar that trainee teachers need to know;
• A recommended reading list and a selection of pre-course preparation tasks;
• An overview of EFL methodologies and theory which links to the different units/requirements of the CertTESOL;
• Help with lesson planning (including model plan) and structuring assignments;
• A full glossary of educational/ELT terminology and an index.

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# Name Type Size
# Name ISBN
# Name Type Size
1Contents.pdf18.63
2Introduction.pdf32.73
3Unit Sample.pdf1912.08

Jason Anderson

Language learning is an amazing thing. Languages provide us not only with an insight into other cultures, but through their differences they teach us a lot about our own culture. Those of us who have the opportunity to teach others their language have the scope to open their eyes to a new world, new customs, and in the case of English, new opportunities for work, travel and pleasure. As such I enjoy making lessons memorable, so that our students will want to learn, enjoy learning, and hopefully take away the language they’ve learnt with the memory of the lesson. Speaking Games, Teamwork and Role Plays for Today are born of this desire. I tried to put all my favourite lesson ideas, my favourite contexts and activity types into lessons that will hopefully inspire students to communicate naturally and effectively.

My interest in learning languages has never diminished. While not being as fast as many of my students in picking up new vocabulary or mastering complex grammar, I have tried my hand at learning Russian, Italian, French, Ukrainian, Tigrinya, Turkish, Kinyarwanda and Bahasa Melayu over the years, and have forgotten almost as much as I have learnt! Thanks to my experiences with these languages, I feel in touch with the students I teach every day, as well as their needs and difficulties in learning English, and that helps to inform my lesson planning and writing as well as my teaching and teacher training. I think the secret to successful resource book writing is to provide not just for the teacher’s needs, but also for the students’ interests. I hope that my materials can provide teachers and students with the inspiration to brighten up lessons each week. Originality and creativity are the keys to making language learning a pleasure.

I have been teaching, teacher training and wrestling with foreign languages since 1995, working in the UK, Ukraine, Italy, Turkey, Eritrea, Rwanda, Malawi, Kenya and Malaysia for organisations including the British Council, VSO and UNICEF. I am interested in a wide range of aspects of teaching, including use of the mother tongue and translation in language learning (in which I believe), the influence of SLA (Second Language Acquisition) theory on pedagogy, English language teaching in primary and secondary contexts worldwide (especially developing countries), and both initial and in-service teacher training for language teachers.