TEFL/TESOL Certificate (CELTA) Planning and Resources for Teaching Flashcards

24 sample cards from the Planning and Resources for Teaching deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. How does TBL differ fundamentally from PPP in its treatment of language?

   In PPP, language is pre-selected and presented before use. In TBL, learners complete a meaningful task first using whatever language they have, and language focus arises afterwards from their needs, making it more learner-driven and meaning-focused.

2. In TBL, what is the role of the 'report' stage in the task cycle?

   Learners present (orally or in writing) the outcome of their task to the class. This raises the stakes, encourages accuracy and 'pushed output', and provides material for the later language focus.

3. What is a 'task' in the TBL sense?

   A goal-oriented, meaning-focused activity with a clear outcome where language is a means to achieve the goal rather than the object of study (e.g. solving a problem, planning a trip, ranking options).

4. What is a text-based (text-driven) approach to lesson planning?

   An approach in which a rich text (written or spoken) is the central resource; meaning is explored first and the text then provides the context and source for language work that emerges from it.

5. What is guided discovery and what is its main benefit?

   An inductive approach where the teacher guides learners (through questions, examples and tasks) to work out language rules or meaning themselves rather than being told. Benefit: deeper cognitive engagement and better retention, plus learner autonomy.

6. Contrast a deductive and an inductive approach to teaching grammar.

   Deductive: the rule is given first, then applied (rule-driven, e.g. classic Presentation). Inductive: learners are exposed to examples and work out the rule themselves (discovery-driven, e.g. guided discovery).

7. What is the difference between a coursebook and a syllabus?

   A syllabus is the specification of what is to be taught and in what order (content and sequence). A coursebook is a published set of materials that delivers content, often organised around a syllabus.

8. Name four common types of syllabus organisation.

   Grammatical/structural, lexical, functional-notional, situational, topic-based, skills-based, and task-based syllabuses (any four).

9. List several advantages of using a published coursebook.

   It provides a ready-made structured syllabus and progression, saves preparation time, ensures coherence and balance of skills, offers professionally designed materials and visuals, supplies a sense of progress, and supports new teachers.

10. List several disadvantages of relying on a coursebook.

    It may not match learners' specific needs/interests, can contain inauthentic or dated content, may impose a 'one-size-fits-all' approach, can deskill teachers if followed slavishly, and may reflect cultural assumptions that don't fit the class.

11. What is meant by planning 'a sequence of lessons' rather than a single lesson?

    Designing a connected series of lessons with continuity and progression, where each lesson builds on the previous, recycles language, and works toward longer-term aims, ensuring coherent development over time.

12. Why is recycling (revisiting language across a sequence of lessons) important?

    Because learning is not instantaneous; repeated, spaced exposure and use consolidate language, move it into long-term memory, and help learners progress from receptive recognition to productive mastery.

13. What is the difference between formative and summative assessment?

    Formative assessment is ongoing assessment during learning used to give feedback and shape teaching ('assessment for learning'). Summative assessment measures achievement at the end of a period or course ('assessment of learning'), e.g. an end-of-course test.

14. What is diagnostic assessment and how does it inform planning?

    Assessment done before or at the start of teaching to identify learners' existing strengths and weaknesses, so the teacher can plan content and focus appropriately to address actual needs.

15. How can monitoring during a lesson function as assessment?

    By observing and listening to learners as they work, the teacher gathers evidence of what they can and cannot do, identifies errors and needs, and uses this to adjust the lesson and plan future teaching.

16. What criteria should a teacher use when selecting and evaluating materials?

    Suitability for learners' level, needs and interests; relevance to the aims; authenticity and accuracy; clarity and quality of layout/visuals; appropriate cultural content; balance of skills; and practicality (length, prep time, resources required).

17. What is the difference between authentic and graded (or contrived) materials?

    Authentic materials are created for real-life communication, not for teaching (e.g. real news articles), and are unedited. Graded/contrived materials are written or simplified specifically for learners at a particular level to control language difficulty.

18. Give one advantage and one disadvantage of using authentic materials.

    Advantage: real, motivating language that reflects genuine use and prepares learners for the real world. Disadvantage: they can be linguistically too difficult or culturally opaque, requiring careful task grading and support.

19. What is the difference between adapting and supplementing materials?

    Adapting means modifying existing materials to better fit learners (changing, simplifying, extending, reordering or personalising them). Supplementing means adding extra materials from other sources to fill gaps the coursebook leaves.

20. List common techniques for adapting materials.

    Adding, deleting/omitting, modifying/rewriting, simplifying, extending, reordering, personalising, and changing the level of difficulty or the task type to suit the learners and aims.

21. What is realia and why is it used in the classroom?

    Realia are real, authentic objects brought into the classroom (e.g. menus, tickets, fruit, coins). They are used to convey meaning vividly and concretely, create real contexts, engage the senses and increase motivation and memorability.

22. List good practices for using the board effectively.

    Keep it legible and organised (e.g. designate areas for new language, examples and 'temporary' notes); write clearly and large enough; don't talk to the board with your back to learners; record target language with form, meaning and stress; and erase clutter.

23. What are some advantages of using visuals (pictures, flashcards, diagrams) in teaching?

    They convey meaning quickly without translation, provide context and prompts for language, support different learning styles, increase engagement and memorability, and can elicit language and stimulate discussion.

24. Give examples of technology and digital tools used in language teaching and one key consideration when choosing them.

    Examples: interactive whiteboards, projectors, online dictionaries and corpora, learning apps/platforms, video and audio, and online collaborative tools. Key consideration: the technology must serve a clear pedagogical purpose (enhance learning) rather than being used for its own sake, and a low-tech backup should be ready.

What this deck covers

Planning and Resources for Teaching flashcards FAQ