CELTA January 2014

COURSE
INFORMATION
BOOKLET
 As an approved CILTS center, Cultura Inglesa abides by
the following policy:

EQUAL OPPORTUNITY AND CAMBRIDGE

INTEGRATED LANGUAGE TEACHING SCHEMES

The Cambridge Integrated Language Teaching Schemes (CILTS) are based

on the principle of open and equal opportunity for all, irrespective of
gender, marital status, sexual orientation, creed, colour, race, ethnic
origin, age or disability.

The principle is promoted in all aspects of CILTS including:

1 statements of eligibility for entry on to all courses that are based

solely on professionally relevant criteria;

2 the methods of recruitment, selection, briefing, and training of all

those working for or on behalf of CILTS;

3 language assessment criteria based on the use of English in ELT

classrooms worldwide.

The CILTS review procedures ensure that all aspects of CILTS practice are
and remain non-discriminatory.
 COURSE OVERVIEW
6th January – 31st January 2014

Welcome to our CELTA course at the Cultura Inglesa, Petrolina,

Pernambuco. We hope that this booklet will answer any questions you
might have about the organization of the course and assessment.

Please take some time to read through this information and make note of
anything that is unclear so you can ask your tutors for clarification once
the course begins.

Course Staff

Course Tutor…………… Marcelo de Cristo

TP and Input…………… Alberto costa

Syllabus

The syllabus for the CELTA course is set by UCLES (University of

Cambridge Local Examinations Syndicate). You’ll find the syllabus at
www.cambridgeesol.org/exams/teaching-awards/celta

Timetable

The course timetable on pages 12, 13, 14 and 15 is our realization of the
UCLES syllabus. As you can see, every day is going to be very busy. Please
help us to stick to the scheduled times by arriving promptly for the start of
each input session and for teaching practice slots and feedback –
otherwise we’ll find our break times ‘shrinking’ and that lesson preparation
time suffers as a result.

We’ve organized the timetable so that you have time for morning and lunch
breaks. Do try and give yourself a real break at this time (i.e. try to avoid
lesson preparation at these times!)
There are 4 main components of the course and these are outlined below:

1) Observations

One of the course requirements is that you “observe experienced teachers

teaching classes of adult learners for a total of six hours.”

Your tutors will give you more information about these observations.

We will give you observation tasks to complete while you are watching the
experienced teachers and your notes for these should be kept in your
‘Portfolio’. These tasks will be linked closely to the input sessions and one
of the assignments, so please use the observation time efficiently. Over the
four-week period you should be able to see a variety of different teachers,
classes, levels and lesson types, both live and on video.

During the live observations, the teachers may want to involve you in their
lessons so that you are not just passive observers. However, please never
interrupt the class unless you are asked to do so and please do not chat to
the other trainee(s) observing with you.

Make sure you arrive before the lesson starts. This will give the teacher
time to show you the best place to stay for the observation and will also
give you time to get organised without disrupting the lesson.

Please remember to thank the teachers for allowing you to come to their
class and do tell them what you learned from observing them. Feel free to
ask questions about what you have seen but please do not criticise.

2) Input Sessions

The content of these sessions should be clear from the timetable, although
there may be some changes to the timetable as the course develops. The
sessions cover 3 main areas:

1. language awareness (grammar, lexis and phonology)

2. methodology – conveying & checking meaning, classroom management,

approaches and methods to teaching, etc.

3. professional development
3) Teaching Practice

This will take place in the afternoon from 2.00 to 4.00 p.m. There will be 3
different groups of volunteer students at different levels. You will get a
chance to teach at three levels, with a different tutor observing you at each
level. Over the four weeks you will teach a total of 6 hours, observed and
assessed by a tutor. In order to organise your teaching time, you have
been placed in a TP group. (See page 22/23 for your TP group and
teaching schedule) Please remember that if you are not scheduled to teach
a lesson on a given day you will observe those trainees who are teaching
and will be invited to participate in feedback.

1 Tuesday, 7th January is the first day of TP (Teaching Practice)

and you will all have the opportunity to teach these students for
the first time.

2 At the beginning of the course the tutors will give you lots of help
in preparing your classes. As the course progresses, we will
encourage you to make a greater contribution to the choice of
content and activities for your lessons. By Week 4 you should be
independent of us in organising and teaching your classes.

3 There will be a feedback session after teaching practice and

everyone who has observed TP is expected to participate in this.
After TP there will be lesson planning for the next day’s teaching.
For each lesson you have taught you will receive written feedback
from your tutor. You will also be asked to keep a journal and your
tutor will read and comment on the reflections you make in this.
The journal will also form part of one of your written
assignments. (See page 19 for more information about this)

4 From the beginning of the course you will have to produce lesson
plans for your TP tutor. The first time you teach, only the
‘Procedures’ page of the Lesson Plan Template will be assessed.
From Thursday 9th January onwards all sections of the Lesson
Plan will be assessed and graded. These are essential and you
should give a copy to your TP tutors before 13:00 on the day you
are teaching. It is not acceptable to hand in lesson plans after a
lesson has been taught. Rough plans can be shown to tutors the
day before teaching or in the timetabled slots for supervised
lesson planning, so that there is ample time to make any
alterations. Please remember that lesson plans are an important
and assessed component of the course. If they are not completed,
the lesson cannot be graded.
 5 Keep a daily register of the students who come to your TP group
and a record of the work covered in their lessons. This will be
checked by your TP tutor, and will also be referred to by the other
TP group(s) when you change T.P. levels. It is very important that
this register is kept up to date.

6 The students that attend your TP lessons are volunteers and

many are giving up a significant amount of their free time to
come to your lessons. Do get to know the students as well as you
can and encourage them to keep coming to these extra lessons.
Be aware also that these students won’t always recognize the
stress you are under and be as patient with them as you can.

4) Written Work

You will be asked to complete four written assignments. An overview of

these assignments is given on pages 16 and 17. There may also be some
homework tasks to complete in preparation for, or consolidation of, the
input sessions.

We suggest you try to do some background reading if you find that you
have the time (please consult the Recommended reading list at end of this
document). This could be done to help you with your written assignments
or as preparation before a session or as revision / extension after a
session. Please do not remove any of the books from the Teachers’ Room. If
you wish to borrow a book overnight, ask your tutor. Reading relevant
sections of a general methodology book such as Learning Teaching, The
Practice of English Language Teaching or A Course in Language Teaching
will also be helpful (see the recommended reading list at the back of this
document).

Assessment

Assessment is continuous and all components of the course will

contribute to your final grade. Any trainee who is borderline or in danger
of failing the course will be informed as soon as this becomes a possibility.

Assessment is internal (i.e. the responsibility of the course tutors) but the
course will also be visited by an “External Assessor” appointed by UCLES.
The assessor will spend a whole day with the course in the latter half of
the course, observe TP and read through your Candidate File. His/her role
is to ensure that the requirements for course delivery are being met and to
moderate grades.
Candidate Files

You are required to maintain your own “Portfolio”. This must contain:

1. Your Candidate Record Sheet (see the CELTA 5 form)

2. records of each observed and assessed teaching practice session
including:
- a lesson plan
- your evaluation of the lesson
- materials or reference to materials used in the lesson
- the tutors' feedback on TP
3. Written assignments with tutors’ comments
4. Your journal
5. Notes on your observations of experienced teachers and your peers.

All records will be kept in individual files in the Tutors´ Room. Again, it is
your responsibility to keep your file up to date and organised. Your tutor
will check your file on a regular basis and before each tutorial, as will the
assessor on his/her visit.

Tutorials

In the middle of Week 2 we will complete a progress sheet in your CELTA 5

and meet with you if need be to discuss your progress. The first formal
tutorial takes place on Thursday 23rd, and you will complete the Stage 2
Progress Report in your CELTA 5. At the end of the tutorial we will provide
a written summary of the points discussed. Occasionally, certain
candidates might need a further tutorial. This will take place at the
beginning of Week 4 (see the course timetable).

Attendance

You are required to attend the whole course. In the event of illness, you
should note that “under no circumstances will candidates be eligible to
enter for the award if they have been absent for more than 20 % of the
course programme, observation or teaching practice”.

If you know you will be absent for any reason, you should inform your
tutor immediately. Any absences should be noted on the Candidate Record
Sheet and you will need to make up the work missed.
Results and Certificates

You will be notified of your ‘provisional grade’ on the last day of the course.
Grades remain ‘provisional’ until the certificates arrive from Cambridge
(usually within 6 – 8 weeks of the course finishing). However, it is very
unlikely that the final grade will differ from the provisional one.

The Cambridge grades are as follows:

Pass A
Pass B
Pass
Fail

Grading Criteria

A Pass candidate meets the specified assessment criteria but will continue
to need guidance to them to develop and broaden their range of skills as
teachers in post.

A Pass (B) candidate meets the specified assessment criteria but will
continue to need some guidance to help them develop and broaden their
range of skills as teachers in post.

A Pass (A) candidate meets the specified assessment criteria and will be
able to work more or less independently.

It is possible to fail one assignment and still pass the course, providing all
the other assessment criteria have been met. A candidate who fails an
assignment is not eligible for a Pass A grade.

At the end of the course please check that the course tutor has the correct
address to send your certificate to.

TP Group Management System

You will be assigned specific responsibilities in your TP group. One reason

for this is because one of the key criteria of assessment on the CELTA
course is professional development. Candidates are expected to
“demonstrate professional responsibility” and “know when to assume
responsibility themselves or refer responsibility, ensuring that it has been
assumed by someone else”. In other words, how well you'll function in a
team of professional educators on the job.
Another reason why we have to be organized as a team is to address
questions like “Who's got the class register?” “How much time's left in this
lesson?” “Where can I get more paper for the printer?” “Haven't we got
some better board markers yet?” “How do I turn on the E-board and
overhead projector?” “Is anyone else having problems with error
correction? Can we get extra help with that?”

You'll be assigned roles on the first day of the course. Your role will depend
both on your preference and your ability. Some responsibilities require
certain types of organizational or communication or professional skills.
The roles can change and you can work that out among yourselves. You'll
get a more detailed description of the roles in the meeting where we decide
who does what in each TP group.

The Captain - Gets the classroom ready and keeps track of class time. You
are also responsible for the class registers – must be reliable!

The Material Boy/Girl - In charge of materials (coursebooks, CDs, board

markers, paper for the printer, etc.) – must be responsible!

The Advocate - Liaises with trainers re problems on the course and makes
sure everyone in your TP group is getting along. You will chair the mid-
course evaluation – must be communicative with good people skills!

The Technician – Keen to learn the basics of how Edmodo works to be able
to help others and can teach people how to use computers, E-board,
internet resources, etc. (or find someone who can) – must be a techie!

The Record Keeper - Keeps a record of what has been discussed during TP
feedback and also keeps track of materials done in the book – must be
organized!

The Reporters - Responsible for filming/recording/photographing lessons

and posting updates on the Edmodo group – must be sociable!

The Edmodo group

Prior to the beginning of the course you are encouraged to join our
Edmodo group. There is where you will find electronic versions of all the
course documentation, lesson plan templates, written assignment rubrics
as well as useful files, articles and links relating to each component of the
course. It is also there where your Tutors will be posting useful ‘reminders’
on the things you need to do during the course and where the ‘Reporters’
will be documenting all the agony and ecstasy of the CELTA course with
photos and videos!
To join the group, simply access www.edmodo.com, click on “I’m a
student”, copy and paste the group code 5kfbhg in the appropriate box,
type you name/surname and create a username/password for you. No
other personal information is required to join the Edmodo group.

Hours of opening

The school will open at 07:30 in the morning. Please consult your tutors to
find out when the school will close in the evening.

Photocopies

1. Each trainee is allowed one sheet per student for each TP session on the
days they teach plus a copy of their lesson plan. Unfortunately, teachers
and trainees do not have access to the photocopier. Any material that
needs to be photocopied should be handed to the person responsible for
copying.

2. Please be economical with your photocopying - cut and paste and ask
students to share copies of materials. Bear in mind that your tutors will be
monitoring your use of photocopies. Where possible try and use the
electronic whiteboards.

3. It is a course requirement that you “pay due regard to the provisions

for copyright” when copying or adapting published materials. You should
therefore write the name of the book, author(s) and publisher on all copies
used in teaching practice.

Materials

1. Trainees can ask tutors for any tapes/CDs, coursebooks or other

resources needed. Materials must be signed out and returned as soon as
possible, as they may be required by teachers.

2. Board pens are provided. If you’d like to keep recordings made during
the course for future use, you will need to buy your own cassettes/CDs.

3. Everyday teaching stationery may also be obtained from the Teachers’

Room (Please consult Teachers’ Room).
Computers

Computers will be available in the Multi-media for browsing, and three in

the Teachers´ Room for creating materials, lesson preparation and
assignment writing.

CELTA Reference library

There is a special section of useful reading material in the main library.

Please ask the librarian for more information (consult the recommended
reading list).

Notes on Dress

The CELTA course is designed to cover all aspects of teaching including

organisational and classroom management skills. In order to maintain the
level of professionalism already established by the school, we have the
following guidelines

1 Teachers are asked to dress modestly whilst in the school.

Dress should be smart but casual.

2 Casual clothing is acceptable as long as you look clean, tidy

and professional.

3 We do not advise the wearing of the following: shorts,

miniskirts, creased clothes, low cut clothes, or "flip-flops”.
 January 2014 (Timetable)
Week 1

Monday Tuesday Wednesday Thursday Friday

6th 7th 8th 9th 10th

09:00-10:30
Welcome! Presenting Introduction Language Phonology 1
Course Admin Language to Receptive Awareness 1 Individual
/ School through Skills Meaning, Sounds (IPA),
orientation / Texts / Form, and Word Stress
TP Group LP1 The () Pronunciation and Drilling
Management Procedure / LP3 writing
Roles Sheet LA sheets ()

(All) () ()
BREAK
10:30-10:45
10:45-12:00
Foreign Classroom LP2 Aims Error Learner Types
Language Management and Staging Correction/ and Styles
Experience/ LP4 (VAK) /
How () () Anticipating Learner
Languages are Problems & Training
Learnt Solutions
(Grammar) ()
()
()
LUNCH/
TEACHING
PRACTICE Preparation Preparation Preparation Preparation for Preparation
PREPARATIO for today´s TP for today´s for today´s today´s TP for today´s TP
N TP TP
12:00-14:00

TEACHING
PRACTICE TP TP TP TP TP
14:00-16:00
TEACHING
PRACTICE Reflection and Reflection Reflection Reflection and Reflection
FEEBACK feedback and and feedback feedback and feedback
16:15-17:15 feedback

ASSISTED
LESSON Lesson Lesson Lesson Lesson Lesson
PLANNING preparation preparation preparation preparation preparation
17:15-18:15

Set up FOL Assessed TP All sections

First Procedures of lesson
observation page of LP plan
assessed assessed
 January 2014 (Timetable)
Week 2

Monday Tuesday Wednesday Thursday Friday

13th 14th 15th 16th 17th

09:00-10:30
Conveying and Developing Writing DVD
Checking Speaking Activities Observation 2
Meaning of Skills
Lexis / LP5 () Task-Based
Anticipating () Learning
Problems and
Solutions -Lexis ()

()
BREAK
10:30-10:45

10:45-12:00
Using Receptive Developing Vocabulary Advocates’
Authentic Skills 2: Text Writing Practice Mid-course
Materials Types and Skills Activities Evaluation
(Choose texts Task Types
for SRT/bring to () ()
input tomorrow) ()

()
LUNCH/
TEACHING
PRACTICE Preparation for Preparation for Preparation Preparation Preparation for
PREPARATI today´s TP today´s TP for today´s for today´s today´s TP
ON TP TP
12:00-14:00

TEACHING
PRACTICE TP TP TP TP TP
14:00-16:00
TEACHING
PRACTICE Reflection and Reflection and Reflection Reflection Reflection and
FEEBACK feedback feedback and and feedback
16:15-17:15 feedback feedback

ASSISTED Lesson Lesson

LESSON preparation preparation Lesson Lesson Lesson
PLANNING A, B, C D, E, F preparation preparation preparation
17:15-18:15 TP changeover TP changeover
FOL due Stage 1 SRT due
9.00 am Progress 9.00 am
Set up SRT Report Set up LRT
Observation of
In-house
Teachers
 January 2014 (Timetable)
Week 3

Monday Tuesday Wednesday Thursday Friday

20th 21st 22nd 23rd 24th

09:00-10:30
Conveying/ Language Grammar Language Open Session
Checking Awareness 2: Practice Analysis and Quiz
Concept of Guided Activities Workshop 3
Grammar: Discovery Designing ()
CCQs and (Past Tenses) FMP Ref.
Timelines () Materials
() for Learners
()
()
BREAK
10:30-10:45
10:45-12:00
Language Language Language Stage 2 Phonology 2
Analysis Analysis Awareness 3: Tutorial Connected
Workshop 1 Workshop 2 FMP Reference Speech and
Designing Designing Materials for (All) Intonation
CCQs and Noticing and Learners
Timelines Discovery (Phrasal ()
Tasks Verbs)
()
() ()
LUNCH/
TEACHING
PRACTICE Preparation Preparation for Preparation for Preparation Preparation for
PREPARATI for today´s today´s TP today´s TP for today´s today´s TP
ON TP TP
12:00-14:00

TEACHING
PRACTICE TP TP TP TP TP
14:00-16:00
TEACHING
PRACTICE Reflection Reflection and Reflection and Reflection Reflection and
FEEBACK and feedback feedback and feedback
16:15-17:15 feedback feedback

ASSISTED Lesson Lesson

LESSON Lesson preparation preparation Lesson Lesson
PLANNING preparation A, B, C D, E, F preparation preparation
17:15-18:15 TP changeover TP changeover
A,B,C D,E,F LRT due 9.00
Complete Complete am
Stage 2 Stage 2 Set up LFC
Tutorial in Tutorial in
your CELTA 5 your CELTA 5
 January 2014 (Timetable)
Week 4

Monday Tuesday Wednesday Thursday Friday

27th 28th 29th 30th 31st

09:00-10:15
Using Songs Using Testing and Employment
and Videos Technology Assessment / and
The CEF Professional
() () Development
()
()

BREAK
10:15-10:30

10:30-12:00
DVD One-to-One Teaching An Course Round-
Observation 4 and Young Introduction up and
Business Learners to Literacy Evaluation
Test-Teach- English
Test () () (All)
()
()

LUNCH/
TEACHING
PRACTICE Preparation Preparation Preparation Preparation
PREPARATION for today´s TP for today´s for today´s for today´s TP
12:00-14:00 TP TP

TEACHING
PRACTICE TP TP TP TP
14:00-16:00

TEACHING
PRACTICE Reflection Reflection Reflection Reflection
FEEBACK and feedback and feedback and feedback and feedback
16:15-17:15

ASSISTED
LESSON Lesson Lesson Lesson
PLANNING preparation preparation preparation
17:15-18:15

(Stage 3 LFC due Provisional

Tutorial – if 10.30 am results
needed)
Written Assignments

The written assignments constitute one of the three components of

assessment. (The other two components are teaching practice and
professional development). It is important to pass all the written
assignments. If you fail more than one assignment, you will automatically
fail the course.

If any of your assignments are below the required standard, you will be
given an opportunity to resubmit it before it is given a final grade. One
resubmission is permitted per assignment.

Written work should be clear, legible and well presented. It can either be
typed or hand-written. Please make sure that your work does not contain
punctuation, spelling or grammatical mistakes and that the sentence
construction is sound.

As well as writing accurately, it is important to demonstrate an ability to

write cohesively and coherently (i.e. the content should be logically
organised and laid out appropriately). Please note that you will be asked to
sign a section in your CELTA 5 to say that your assignments are all your
own work.

If a candidate produces more than one piece of work which is below the
required standard in terms of the above stated LANGUAGE CRITERIA,
then his/her file will be sent to UCLES for assessment. This applies to
both originals and to resubmissions.

In addition to these language requirements, each of the four assignments

has its own individual content criteria, outlined in the rubric of each
question.

You are required to keep all your written work in your assessment file.
If you resubmit an assignment, you must also include the original in this
portfolio.

To summarise, written assignments are assessed in terms of:

1 Your identification and awareness of key points which the

assignments require you to address.
2 Your ability to organise and present your work in a coherent and
accurate way.
 Provisional Assignment Schedule

Please note that the schedule given below is provisional and that
submission dates may change once the course is underway.

ASSIGNMENT SUBMITTED ON

Assignment 1
Focus on the Learners Monday 13th January
(FOL)

Assignment 2
Skills Related Tasks Friday 17th January
(SRT)

Assignment 3 Friday 24th July

Language Related Tasks
(LRT)

Assignment 4
Wednesday 29th July
Lessons from the
Classroom (LFC)
Notes on Teaching Practice (TP)

Teaching Practice forms a part of one of the assessed criteria of the CELTA
course. Here’s how it works.

1 Prepare the lesson

Initially you will receive as much guidance as you need from your TP
tutor. Gradually you will be encouraged to assume responsibility
and to work independently. The aim of lesson preparation is to help
you to become independent in your planning. The lesson will
generally be based on the coursebook for the level but you may need
to adapt it or use supplementary material. You will need to submit a
copy of your lesson plan every lesson from the beginning of the
course. Base this on the model lesson plans you are given by your
tutors in the input sessions.

2 Teach the lesson

Enjoy it! It’s your lesson but feel free to ask your tutor for advice and
help.

3 Write your self-evaluation

This is written immediately after you teach. Time is set aside at the
beginning of feedback to complete it. The aim is for you to get down
on paper your impressions of how the lesson went. As the course
progresses try to evaluate each individual stage of the lesson and get
away from you and how you felt doing the lesson to the students and
what they achieved and took away from it.
Remember to fill in the top of the sheet so that it is clearly marked
and it’s easy to see which lesson it relates to.

4 Teaching Practice feedback

This takes place shortly after the lesson. Trainees and tutors discuss
the lessons taught. While you observe your colleagues’ lesson you
will complete observation tasks and this will form at least a part of
the feedback. Make notes for yourself about things that you see that
work and try to put them into practice in your own teaching. Try to
be sensitive when giving feedback and frame your comments in
positive, forward-looking terms. Try to consider negative feedback as
constructive. You will learn more from things that don’t go well than
from things that do.
At the end of the feedback session collect your tutor’s written
feedback and comments on the lesson plan.
 5 File the lesson plan/tutor’s feedback/self-evaluation. Look over
them and use them as the basis for improvement/development in
subsequent lessons. You will also need to use them as a basis for
your assignment “Lessons from the Classroom.”

6 The Journal
During the course we will ask you to complete a number of diary
tasks. You can also use it to write further comments on your lessons
as well as using it as a dialogue with your tutors about how the
course is going/how you’re feeling/questions about issues raised. In
addition, you can use it to note down things that you are learning as
the course progresses.

How To Get The Most Out Of The CELTA Course

Keep the course in proportion.

A lot of people become obsessed during their CELTA course. Try to avoid
working through the night and forgetting to eat. It’s only a training course!

Be organised and disciplined re. paperwork.

There is a lot of paperwork on the course. You will take notes in input
sessions and get advice and lesson feedback from tutors. There are also
assignments, your lesson self-evaluations and admin papers. Take care to
start filing these right from the start of the course and take time to keep
this up to date. Make your own file of input session handouts and keep the
key ones at hand for lesson planning: these will be the model lesson plans
and procedure handouts for the various lesson types.

Be particularly disciplined re. lesson planning

When you sit down to plan a lesson start by looking at relevant notes and
handout sheets given to you by your tutors. Look at the material in the
book that you have to teach and think about how that fits with your lesson
aims. Set yourself a realistic time limit for planning the lesson.

Research language items.

It is important that you research any language items that you are going to
teach. The worst thing you can do is teach students an incorrect rule,
spelling, etc. So even if you think you fully understand a word, expression
or structure, look it up in a dictionary or a grammar book.
Don’t try to reinvent the wheel.
This is a basic training course so you don’t need to spend hours trying to
plan startlingly creative lessons. Plan simple but effective lessons
using/adapting published material and based on example/procedure
sheets given to you by the trainers. Remember that if you put all your
energy into planning, you won’t have enough left to interact with the
students when you actually teach your lessons. Trying things out on your
peers before the lesson is also useful.

Don’t stress out over lessons that don’t go well.

However hard you work some lessons probably won’t go that well. (If you
could produce perfect lessons, why would you be doing this course?) When
this happens, remember that mistakes are excellent learning experiences.
So try not to stress out or become defensive, particularly during the
feedback sessions, which follow practice lessons.

Get to know the students in the TP classes

The better you get to know them, the easier it will be to manage the group
effectively and for you to anticipate and deal with their language problems.
Chat to them before TP and in the break.

Learn from lesson observation

You will learn a great deal from observing experienced teachers and each
other, so make notes of tricks/techniques you see in addition to
completing the observation tasks set. You can often learn more from
watching a class that doesn’t go very well, too.

Keep written assignments in perspective

They are a part of the assessment criteria and important in that they tie in
closely with the course syllabus and your TP but try to avoid spending an
inordinate amount of time on them. Try to limit that time to 3 – 5 hours
maximum.

Be cooperative and courteous – and punctual

Even if you feel stressed, be consistently cooperative, courteous to your
colleagues, your students, the trainers and the staff (both teaching and
admin) at the centre. Also, be punctual throughout the course. This is
good practice for being a “real” teacher but it will also affect the grade that
you receive and the final report that the centre writes after the course.
Don’t obsess about your grades
Most people who do the CELTA get a straight pass while about 22% get a
“Pass A” or “Pass B”. In our experience people who worry a lot about
getting a higher grade often become so uptight that they fail to get the
grade they were aiming for. Concentrate on passing the course and try to
leave the competitive edge behind, working collaboratively is an essential
part of the course. Concentrate on getting the maximum benefit from the
course and on improving your teaching knowledge and skills. Also
remember that no one lesson or written assignment is more important
than another and that assessment is continuous and ongoing.

Look after yourself physically

It is very important to look after yourself physically while you are doing the
course. So make sure you get enough sleep and enough to eat. Give
yourself one free day over the weekend to get away from the course. Do
some sightseeing or relax with a book/music and forget all about the
course (if you can). Time management is important throughout the course
so make the most of days where you are not teaching to get ahead with
other course work and to get a bit more sleep. The last thing you want to
happen is for you to get sick on the course.
TP Groups (to be confirmed)

Group 1 Group 2 Group 3

Tutors

Elementary: Alberto
Pre-intermediate: To be confirmed
Upper-intermediate: Marcelo

TP Timetable

6/1 – 14/1
Group 1: Elementary
Group 2: Pre-intermediate
Group 3: Upper-intermediate

15/1 – 22/1
Group 2: Elementary
Group 3: Pre-intermediate
Group 1: Upper-intermediate

23/7 – 30/7
Group 3: Elementary
Group 1: Pre-intermediate
Group 2: Upper-intermediate
 Teaching Practice Timetable

Order of
 Date
teaching
Time  Comments

1 Mon 6/1 Tutor X120 Interviews for FOL

2 Tues 7/1 1: ABC X40 Assessed lessons start

3 Wed 8/1 1: DEF X40 40

4 Thur 9/1 2: BCA X40 Lesson plans assessed

5 Fri 10/1 2: EFD X40 80

If not teaching, observe

6 Mon 13/1 3: CAB X40
new TP group
If not teaching, observe
7 Tues 14/1 3: FDE X40 120
new TP group
8 Wed 15/1 4: ABC X40 New TP group

9 Thur 16/1 4: DEF X40 160

10 Fri 17/1 5: BCA X40

11 Mon 20/1 5: EFD X40 200

If not teaching, observe
12 Tues 21/1 6: CAB X40
new TP group
If not teaching, observe
13 Wed 22/1 6: FDE X40 240
new TP group
14 Thur 23/1 7: AB X60 New TP group

15 Fri 24/1 7: CD X60

16 Mon 27/1 7: EF X60 300

17 Tues 28/1 8: BA x60

18 Wed 29/1 8: DC x60

19 Thur 30/1 8: FE X60 360

20 Fri 31/1 Ø Ø No TP

Important: The running order (A, B, C etc.) is subject to change and will be
decided in your assisted lesson planning with your colleagues and the tutor.
Recommended Reading list

The following are recommended reading. Books marked with an

* are those you might want to buy.

General methodology

Bowen, T & Marks, J - Inside Teaching (Macmillan ELT)

*Harmer, J - The Practice of English Language Teaching (Longman)

Richards & Rogers - Approaches and Methods in Language Teaching (CUP)

*Scrivener J - Learning Teaching (Macmillan ELT)

*Ur, P - A Course in Language Teaching (CUP)

Language awareness

Bolitho, R & Tomlinson, B - Discover English - (Macmillan ELT)

*Swan, M - Practical English Usage – 3rd Edition (OUP)

*Thornbury, S - About Language (CUP)

Pronunciation teaching

Kenworthy, J - Teaching English Pronunciation (Longman)

Underhill, A - Sound Foundations (Macmillan ELT)

Kelly, G - How to Teach pronunciation (Longman)

Vocabulary teaching

Gairns, R & Redman, S - Working with Words (CUP)

Thornbury, S – How to Teach Vocabulary (Longman)

Grammar teaching

Aitken, R - Teaching Tenses (ELB)

Hall, N & Shepheard, J - The Anti-Grammar Grammar Book (Longman)

Thornbury, S - How to Teach Grammar (Longman)

Teaching speaking

Thornbury, S – How to Teach Speaking (Longman)

Golebiowska, A - Getting Students to Talk (Phoenix ELT)

Teaching writing

Byrne, D - Teaching Writing Skills - New Edition (Longman)

Hedge, T - Writing (OUP)

Harmer, J – How to Teach Writing (Longman)

Teaching reading

Grellet, F - Developing Reading Skills (CUP)

Nuttall, C - Teaching Reading Skills in a Foreign Language (Macmillan ELT)

Teaching listening

Wilson, J – How to Teach Listening (Longman)

Testing students

Heaton, J B - Classroom Testing (Longman)

Heaton, J B - Writing English Language Tests. 2nd ed. (Longman)

Dictionaries

*Collins Cobuild English Language Dictionary - 2 nd Edition (Collins)

Longman Dictionary of Contemporary English-4th Edition (Longman)

Complaints Procedure

If you should have a complaint regarding the CELTA course

then you are required to follow these steps:

Step one:
Raise the matter with your tutor.

Step two:
If your tutor is unable to resolve the matter, then raise it with
the course leader.

Step three:
If your course leader is unable to resolve the issue, and you still
wish to persevere with the complaint, then you can take the
matter up with the Assessor upon his visit.

Step four:
If the Assessor is unable to resolve the problem, then you need
to put your compliant in writing to the Joint Chief Assessor, Ms.
Sandra Stevens.

Step five:
If the JCA is unable to resolve the problem, then you will need
to put it in writing to Cambridge ESOL.

School Regulations

Please see on first day of the course