Teaching House - Candidate Handbook 2019

CELTA course
Handbook

27th April 2018 LA

© Teaching House, 2018 2

Table of Contents
On the Other Side of the Door .......................................................................................... 4
1. General Information ...................................................................................................... 5
1.1 Teaching House Code of Conduct .......................................................................... 7
1.2 Internal complaints procedure ................................................................................ 8
1.3 Equality and Diversity Policy ................................................................................... 8
1.4 Special educational needs policy ............................................................................ 9
1.5 Policy Confirmation Signature page...................................................................... 11
2. Record Keeping and Filing ......................................................................................... 13
3. Teaching Practice ....................................................................................................... 14
3.1 Teaching Practice Points ...................................................................................... 14
3.2 When you are not teaching – ‘TP Etiquette’.......................................................... 15
3.3 Teaching Practice Feedback ................................................................................ 17
3.4 Teaching Practice: The Focus of Feedback ......................................................... 19
3.5 Lesson Frameworks ............................................................................................. 20
3.6 The Phonemic Chart ............................................................................................. 21
3.7 Common European Framework of Reference ...................................................... 22
3.8 Lesson plans......................................................................................................... 23
3.8.1 Lesson Plan Front Page ................................................................................. 25
3.8.2 Lesson Plan Procedure Page ........................................................................ 29
3.8.3 Language Analysis – Vocabulary ................................................................... 31
3.8.4 Language Analysis – Grammar ...................................................................... 35
3.8.5 Language Analysis – Functions ..................................................................... 41
3.9 Observation Tasks ................................................................................................ 43
3.10 Self-Reflection Sheets ........................................................................................ 69
4. Assignments ............................................................................................................... 87
4.1 Focus on the Learner (FOL) ................................................................................. 89
4.2 Language Skills Related Task ............................................................................ 101
4.3 Language Related Task (LRT)............................................................................ 105
4.4 Lessons from the Classroom (LFC) .................................................................... 115
4.5 Plagiarism Policy ................................................................................................ 119
5. The Final Result ....................................................................................................... 120
6. Glossary of ELT Terms ............................................................................................ 121
7. CELTA-Specific Glossary ......................................................................................... 130


On the Other Side of the Door

On the other side of the door
I can be a different me,
As smart and as brave and as funny or strong
As a person could want to be.
There’s nothing too hard for me to do,
There’s no place I can’t explore
Because everything can happen
On the other side of the door.

On the other side of the door
I don’t have to go alone.
If you come, too, we can sail tall ships
And fly where the wind has flown.
And wherever we go, it is almost sure
We’ll find what we’re looking for
Because everything can happen
On the other side of the door.

-‐-‐Jeff Moss-‐-‐


1. General Information
Course times
The course takes place during the following hours:
New York full time: Mon to Fri 9.30am-‐5.45pm
New York part time: Mon/Wed or Tues/Thurs 6.00pm-‐9.30pm and Sat 10am-‐5.00pm
Boston full time: Mon to Fri 9am-‐5.30pm
Boston part time: Mon/Wed or Tues/Thurs 6.00-‐9.30pm and Sat 9.30am-‐4.30pm
Chicago full time: Mon to Fri 9.30am-‐5.30pm
Los Angeles full time: Mon to Fri 9.00am-‐5.00pm
Washington DC: Mon to Fri 9am-‐6pm
All other centers: Please consult the course schedule.
You are expected to attend 100% of the course.

Course Staff
• Tutors: See TP schedule
• Teaching House Executive Director: Dan Schulstad
• Teaching House Director: Stephanie Vogel
• Director of Teacher Training: Lizzy Adams
• Boston Local Center Administrator: Victoria Saccomagno
• Chicago Local Center Administrator: Heather Suffron
• New York Local Center Manager: James Peever
• New York Local Center Administrator: Nahal Hale
• Washington DC Local Center Manager – Shannon Felt
• Washington DC Local Center Administrator – Shakita Tucker
• An external assessor representing Cambridge English Language Assessments will assess the
course.
Contact Information
• Teaching House Head Office (Boston): (617) 939-‐9318 Mon-‐Fri 8:30 am-‐5.30pm
• Chicago: (312) 419-‐1742
• New York: (212) 732-‐0277 Mon-‐Fri 8.30am-‐6pm.
• Washington DC: (202) 682-‐9800
• Miami: (305) 763 8520
• All other Teaching House centers, please contact (1-‐800) 756-‐2003
Rooms
• Input sessions take place in your base / input room.
• TP takes place in different rooms. Please be sure to check everything you’ll need (board
markers, erasers, clocks, CD players, projectors, etc.) is in the classroom in advance of the
lesson.
• If you remove chairs or open windows, please make sure you return them / close them after the
class. Discard trash and keep the classrooms tidy.
• If you require a projector, ask your trainer to sign this out for you well before your lesson.
• Security: Keep your valuables with you at all times.


School opening and closing times
• New York: 9.00am – 5.30pm Monday-‐Friday
• Boston: 8.30am-‐5pm Monday-‐ Friday
• Chicago: 9am – 5.30pm Monday-‐ Friday
• Washington DC: 9am-‐6pm Monday -‐ Friday
• All other centers – the school is only open during course times
Equipment
• Whiteboards or chalk boards
• Audio equipment is available in each classroom
• Projectors can be signed out for your lessons. You are responsible for returning these after use.
• Wireless internet is available in all centers. Please ask for the details.
Stationery
The following are available for use. If you need additional supplies, please ask your tutors or reception
staff (where applicable).
-‐White board markers and chalk -‐Glue
-‐Board erasers -‐White-‐out
-‐Scissors -‐Hole punch
-‐Paper cutter -‐Staplers
-‐Paper clips -‐Colored paper and card stock

Photocopiers
• We have a photocopier for your access. It is under high demand, so don’t wait until 5 minutes
before your lesson to make copies. Also, please be sensitive to teachers whose copying needs
are more urgent than your own.
• Photocopies from published materials must be fully acknowledged and included on each copy
for students like this:
• authors, year, coursebook name, publisher, page number
Books and Materials

• The cupboards/shelves in the preparation area have the recommended books for the course,
reference books and practice activity books. These can be copied from but should not leave the
premises.
• We provide you with coursebooks to teach from. You will have to photocopy (and reference) the
material for your students. You will sign out and in each course book and you must return all
materials at the end of the course. You are responsible for the book that you are assigned
(teacher A for coursebook A etc.) and will be charged a fee for lost or damaged book.
Dress code
• The dress code for the course is "smart casual”. More specifically, please avoid wearing torn,
scruffy or inappropriate clothing.
Bad weather policy

• For New York City, Boston, Washington DC and Chicago -‐ if the public transport system is open
then Teaching House is open.
• For all other cities, your tutor will explain the emergency procedure on the first day.
• If there's any doubt, we will post messages by 7.30am on the following page:
https://www.facebook.com/TeachingHouse
• Candidates can, of course, email us at info@teachinghouse.com

1.1 Teaching House Code of Conduct
In the English language teaching profession, like any other profession, it is important that individuals
follow a code of conduct designed to promote and maintain a positive, professional working
environment.
On the CELTA and Delta courses at Teaching House, participants are expected to assume a range
of professional behaviors and responsibilities as part of their teacher education. These behaviors
and responsibilities form part of the Cambridge assessment criteria and, for future employability, it is
very important for participants to demonstrate that they can handle these responsibilities in an effort
to meet the fundamental standards of the profession.
During your teacher education (CELTA or Delta) course, candidates are expected to take on the
following responsibilities:
• to be punctual and attend all classes.

• to inform tutors of and discuss unavoidable lateness or absence from class as far in advance
as possible.
• to be well informed about the course requirements and plan appropriately.
• to take joint responsibility for their own learning and to monitor their own progress in the
teaching and learning environment, with some support and guidance from their teacher
trainers.
• to meet all deadlines and submit course work in a timely manner.
• to conduct themselves in a professional manner and treat trainers, administrative staff,
learners and other candidates with courtesy, respect and equity, irrespective of gender,
gender identity, marital status, sexual orientation, race, colour, nationality, age, disability,
religious, political or other beliefs, and work with them in a courteous, cooperative manner.
• to participate actively in and contribute constructively to teaching practice feedback, input
sessions and guided lesson planning meetings.
• to reflect honestly, openly and with integrity on teaching practice and endeavour to
incorporate feedback into future learning and teaching experiences.
• to attend and adhere to the administrative requirements of the course.
• to follow the Teaching House dress code to maintain a culturally appropriate and
professional atmosphere.
• to respect the property and facilities of Teaching House, and its host center if applicable,
including the computing facilities, and respect the rights of others to use these facilities and
resources;
• to comply with the rules, regulations and protocols of the host center, where applicable.
• to bring to the timely attention of course tutors and/or the relevant management staff any
issues or grievances which may impact on the smooth running of the course (see the
Teaching House handbook for details).
Candidates should be aware that failure to comply with this Code of Conduct may constitute grounds
for expulsion from the course.
While studying at Teaching House, course participants can expect that we will provide:
• high quality customer service from Teaching House staff and high quality teaching and
training.
• a course which meets Cambridge English Language Assessments’ requirements and
regulations in both its design and delivery.
• accurate and timely information regarding course requirements, assignments, assessment
and deadlines.
• support and guidance from tutors with lesson planning and assignments, individually and in
groups, within the Cambridge guidelines.

• a study environment free from harassment and discrimination.
• a study environment in which individuals are treated with respect and courtesy by trainers,
administrative staff and other course participants.
• a study environment in which occupational health and safety standards are maintained and
safety and security issues addressed promptly.
• access to a complaints procedure (see below) if dissatisfied with any aspect of the
administration or course program and an assurance that complaints will be given appropriate
consideration and dealt with in a timely manner.
1.2 Internal complaints procedure

If you have a problem on the course, this can usually be resolved by talking to your teacher trainer.
We are very experienced in dealing with a wide range of concerns and it is important that you
express any issues before they start to affect your performance on the course. Your second course
tutor is also available if you need to talk to someone who is not directly involved with your teaching
practice at that stage of the course.
If you feel you need to take your problem to a different person, you can arrange a time to talk to the
Center Manager or Director of Teacher Training (see page 5 of your Teaching House Handbook).
They will listen to your problem and take appropriate action to try to address it. Teaching House will
make every effort to deal with your problem promptly, with respect and impartiality. If your problem
remains unresolved having followed these steps, you may make an appointment to discuss your
concerns with the Director of Teaching House. Each stage of this process will be documented in
order to ensure transparency and fair treatment.
If you are not satisfied with the result of this process, you may appeal to Cambridge English
Language Assessment, the Accrediting body of the CELTA course. Details of this process can be
found in your CELTA 5 (the blue booklet which is kept at the front of your CELTA portfolio). Appeals
must be received no later than two weeks after the issue of results and must be submitted via
Teaching House. There is a fee for this process. Inquiries should be made to the Director of
Teacher Training.
1.3 Equality and Diversity Policy

At Teaching House and Oxford House College we are proud to be a highly diverse and varied
environment, with staff and students of a wide variety of races, ethnicities, nationalities and
backgrounds. We value this diversity and will not tolerate discrimination or harassment on the basis
of: gender, gender identity, marital status, sexual orientation, race, colour, nationality, religious or
other beliefs, age, disability, HIV positivity, working pattern, caring responsibilities, trade union
activity or political beliefs – or any other grounds.
The centre has staff representatives who deal with candidate queries, problems or complaints. For
information on how to submit a complaint or query, please see the internal complaints procedure
above.
Our equal opportunities policy covers all stages of the enrolment and course process. We accept
candidates based solely on the relevant skills needed to complete the course successfully. We
recruit candidates from as wide a field of suitably qualified people as possible, ask similar questions
to all candidates, assess people only on their ability to complete the course and treat all applications
on the basis of merit. We ensure the confidentiality of all candidate applications.

1.4 Special educational needs policy
Teaching House has a strict equal opportunities policy regarding candidates with special educational
needs, including dyslexia, and applications from candidates with special educational needs will be
given the same consideration as all other applicants without exception. If accepted on to the course,
tutors will make every effort to support candidates with special requirements. While we will do our
utmost to support candidates with special requirements or learning needs, it should be noted that
course tutors are not necessarily specialists in these areas so it is important for candidates to have
coping strategies and to be proactive in letting their tutors know how they can support them. It should
also be noted that in order to successfully complete the CELTA and Delta teaching qualifications,
candidates are required to be able to work as independent English language teachers. Any effect
that the special educational needs may have on this ability may be taken into account as part of the
application process. Applicants and candidates who have any concerns in this regard should discuss
them with their interviewer or the director of teacher training.
Please sign the next page, which states that you have read and agree to follow the Teaching
House Policies.


1.5 Policy Confirmation Signature page
Please sign and hand in the following document saying that you have read and agree to
follow the Teaching House Code of Conduct, Equality and Diversity and Plagiarism Policies.
1) By signing below I acknowledge that I have read, understood and agree to follow the
Teaching House Code of Conduct (located on pages 7-8 of this TH CELTA Candidate
Handbook).
Signature: _______________________ Date: _____________
(Print name): _____________________________________________
2) By signing below I accept the Teaching House at OHC Equality and Diversity
Policy (located on page 8 of this TH CELTA Candidate Handbook) and undertake to
treat all students, staff and my fellow trainees equally and with respect for their ideas,
beliefs and backgrounds.
Signature: _______________________ Date: _____________
(Print name): _____________________________________________
3) By signing below I accept and agree to abide by the Teaching House at OHC
Plagiarism Policy (located on page 123 of this TH CELTA Candidate Handbook).
Signature: _______________________ Date: _____________
(Print name): _____________________________________________
4) From time to time, Teaching House and OHC may take photographs and/or video
footage of you to use for educational and promotional purposes. Please choose from
the following two options:
a) I grant Teaching House/OHC full rights to use the images resulting from the
photography/video filming, for publicity, educational or other purposes. This might
include (but is not limited to), the right to use them in their social
media, printed and online publicity.
b) I do not grant Teaching House/OHC permission to use the images

resulting from the photography/video for publicity, educational or
other purposes.
Signature: _______________________ Date: _____________
(Print name): _____________________________________________


2. Record Keeping and Filing

You are responsible for two items:

1. Personal Binder
Keep all of your own notes and handouts from input sessions in this. It is your private
binder and will not be assessed by the tutors or Cambridge. Organize it as you see fit
and in a way that you can easily access the information you need. You will get a LOT of
handouts from us.

2. Portfolio
You must keep everything in this binder that will form your official assessment by the
tutors and the external assessor. At the end of the course, the portfolio will either be
handed in and kept by the center for six months or sent to Cambridge in the UK
(Cambridge regulations). If you want to keep anything, you’ll have to make copies. Keep
the following in the portfolio:
• Your blue CELTA 5 course record booklet

• Your lesson plans, your tutor’s written feedback, materials and self-‐evaluation
(all 4 in one plastic sleeve)
• Your 4 marked written assignments with tutor feedback sheets
• NB: This portfolio cannot leave the school.

3. The CELTA 5
This blue booklet is a legal document and serves as your official record of participation
on the course. You must record in it:

• Any absences you have during the course (should be none!)
Total course hours = 120
• Observations of experienced teachers (live and video observations)
• Your assessed teaching practice -‐ requires tutor signature
• Written assignments – including signature to say they are your own work. See
the Teaching House plagiarism policy later in this handbook for further
information.
• Progress reports and tutorials


3. Teaching Practice
3.1 Teaching Practice Points

For the first stage of the course, your tutors will be providing you with the aims for your
teaching practice together with an outline (either verbal or written) of how to go about it.
These are called teaching practice (TP) points.

You will gradually become more self-‐reliant as the course progresses and your ability develops.
We aim for you to be reasonably independent by the end of the course, but since you are all
individuals, you will do this at your own speed. Please bear in mind that it’s not constructive to
compare yourself to your peers in terms of independence with lesson planning.

In some cases you may be following on from another trainee’s lesson, so you will need to liaise
very carefully at the planning stage and remember that teamwork is an essential part of the
CELTA. However, sometimes your lessons will be discrete. Please remember to tell your peers
this so there is no confusion.

You will be making your own teaching schedule for the final stage of the course. Your tutors will
give you help with this when the time comes.

TP points are intended as guidelines. While we want you to innovate and be creative, always
discuss any different ideas you have with your trainer to check that you are on the correct path
to pass CELTA, as we are assessing you according to Cambridge English Language Assessment
criteria.

It is important that everyone has experience of teaching different kinds of lesson over the four
weeks of the course. For this reason, your TP points are organized like this:
TP 2 and 3 – Receptive skills (Reading / Listening) and Vocabulary
TP 4 and 5 – Receptive skills (Reading/Listening) and Grammar
TP 6 and 7 – Productive skills (Speaking/Writing) and Functions/ Grammar

Coursebook references are given to help you with ideas. Often these need to be adapted to
suit your students: for example, talking about Brighton, Bondi or Brooklyn might not be
relevant to them. You should adapt the coursebook material as necessary. Of course, you may
ultimately decide to reject the coursebook material completely. As the course progresses and
you gain confidence, we will encourage you to adapt the ideas in the coursebook and even
design your own materials and tasks. However, you will not be required to do this and it is fine
if you decide to use materials and tasks straight from the coursebook or a supplementary book
as long as they meet the needs and interests of the students.

It is essential that you plan your lesson and have questions ready for your tutor a day or more
early. This means that you will have the evening of that day to take into account the tutor’s
suggestions on your lesson and make any changes. If you don’t come prepared the day before
you teach, then you are making it difficult for your tutor to help you since s/he has to weigh up
being constructive in aiding you against undermining your confidence. Help yourself by allowing
your trainer to help you. Therefore, plan ahead and be super-‐organized!

Watch the time! If you run over, you create problems for the other trainees in your TP group.
Also, the students will get tired and lose interest if lessons go on past the time allotted for
them. Your lesson is actually assessed on the allotted time; time taken after this will count
against you rather than for you. If you notice that you are running out of time at any stage of
the lesson and won’t get through all of your plan, you will need to make a teaching decision
about what to shorten or cut. At the end of the lesson avoid overrunning to get an activity
finished, as it won’t actually get you a higher grade for your lesson. Plan what you will do in
case you don’t have time for everything and what you will do if you have extra time on your
lesson plan front page in the “anticipated problems” section.

It is normal to feel nervous when teaching in front of others. It will help a great deal if you put
the students first and consider how best you can deal with their feelings of inadequacy and
insecurity, lack of comprehension, etc. (i.e. what you may be feeling!). This will also help to
develop your sensitivity towards students, which is one mark of a good teacher.

3.2 When you are not teaching – ‘TP Etiquette’

Teaching practice (TP) is a large component of the CELTA course and provides you with the
experience of being a teacher in the classroom. By the time the course finishes, if you’ve used
this experience wisely, you’ll feel comfortable being in a class, around students and teaching
English.

During TP, you’ll spend some time teaching but the majority of the time you’ll be observing:
observing the teacher, observing the students, observing materials in use and observing good
(and bad!) use of the board. These observations then form the basis for discussions during
feedback.

To help you make the most of your time observing classes and to ensure that you don’t disrupt
the teachers and/or students during a lesson, we’ve put together the following list. If anything
on this list is unclear – ask your tutor for clarification!

1. When you are not teaching, your task is to complete that day’s TP observation task and
to take notes on your fellow trainees’ teaching. You will need this information to get the
most out of TP and to contribute to feedback after.
2. TP is not the time for future lesson preparation, other unrelated work or sleeping.
3. Leaving to use the restroom is fine but nothing else. Making calls, photocopying, buying
drinks, etc. needs to be done before or after (but not during) TP.
4. If you need to enter a classroom when a class is underway, it is courteous to stand by
the door quietly until the lesson has reached a convenient point to get the teacher’s
attention i.e. the students are doing a speaking activity or they are getting up to change
seats. It is then OK to quietly ask the teacher if you may enter the room—though the
teacher may decline if it is not appropriate.
5. During listening activities try your hardest not to make any noise—this goes for the
teacher as well as the trainees. Do not flip through any binders or books, go to the
restroom, or talk to your fellow trainees.

6. Talking with other trainees is fine if it does not disrupt the class. Thus, if the Ss are
engaged in a speaking activity then talking with other trainees is acceptable. When Ss
are silent and the teacher is talking you should also be silent.
7. Drinking and eating are fine outside of class hours. Of course you may drink water at
any time but snacks, coffee, meals etc. should be consumed outside of class time.
8. Avoid talking to the learners while others are teaching. You are there to observe. If
there’s a problem with the Ss then the teacher should sort it out. This is part of
teaching.
9. Do not correct your fellow trainees while they are teaching. Your only job is to observe.
Do not talk to your trainer either. They are probably busy.
10. Don’t use your cell phone or computer for any reason in class.

3.3 Teaching Practice Feedback

After TP, there is feedback on the lessons that were taught that day.

• Those who taught fill in Self-‐Reflection sheets (See section 2.8) about their own lessons. The
ability to reflect on and evaluate your own teaching is an essential requirement of the
course. Importance will be given to the clarity of your critical evaluation of what happened
in the class, i.e. what went well, what went not so well, why, and how you might do things
differently a second time. Asking questions on this document is fine, as long as you suggest
some possible solutions.
• All the day’s lessons are discussed in a group setting. You will be expected to evaluate and
make constructive comments on your own and your colleagues' teaching.
• Those who taught are also given the written comments of the tutor who observed the
lesson.

While feedback aims to be constructive and supportive, it will sometimes be necessary for the
tutor to be explicit about the areas that you need to work on. As this is a course in which you
have to put into practice what you learn in order to make progress, it requires you to be able to
apply the information that you get in feedback to subsequent lessons. It is therefore very
important that you be open to feedback, flexible in your approach and not defensive. Each
lesson shouldn’t be viewed as an exam of what you’ve learned so far but a chance for us to tell
you how you can do things better next time.

As well as reminding yourself of this, it is important to keep your sense of perspective.
Occasionally people manage to convince themselves that the tutor’s comments have
concentrated more on their weaknesses than their strengths. The tutor may indeed have said
and written more about your lesson’s weak points because it is helpful to explain why there
was a problem and how it could be rectified whereas recognition for something that went well
may only require a few words. However, you should not feel that just because it is briefer, the
praise carries less weight. Actually it carries more!

Because the course is short and development time limited, the course tutor may on-‐occasion
have to tell you in so many words that a lesson was not a pass standard for this stage of the
course and why. Some people find this rather brutal. Please bear in mind that the alternative
would be to focus exclusively on positive comments and then at the end of the course
announce out of the blue, "Nice try -‐ but, actually, you failed"! The tutors have to tell you if
things have not gone right, and why, so that you know where you are in your progress and can
see what you need to do in order to get to where you need to be. Please try to remember that
the course tutors are on your side and genuinely want you to pass the course! If you feel upset
or aggrieved in any way, talk to the tutors. Never leave feeling upset. We want to talk to you
and help you.


In general, you will also find the course more rewarding if you both avoid adopting a
competitive “grade-‐focused” attitude and have realistic expectations of yourself. If you have
never taught before, there is no point in comparing yourself unfavorably with someone who
has, for example. Nor will your tutors be doing this! If you are an experienced teacher, then
focus on the areas in which you want to develop. This change will be a challenge for you. Rise
to this challenge and forget negative feelings. Everyone is aware that you have already been
teaching for a while, so do not let this fact impair your learning experience. Let it add to it and
show us you can develop further. In other words, don't get stuck in the mud.

If one of your lessons doesn’t go so well or it is below standard, then it is very important to see
this in the context of the full course and not brood over this one lesson. If you are worried, talk
to your tutor. Below standard lessons are part of the learning experience. Learn from them and
improve. You have made a mistake but take it as a positive learning experience. We all get it
wrong sometimes.

Finally, use every lesson as a learning experience. Take notes everyday about the areas your
tutor expects you to improve on and act on this the next day. Outline these points in the
“personal aims” section of your next lesson plan’s cover page. If you do not know how to
incorporate these ideas, ask your peers and talk to your tutor. You must understand what is
expected of you to develop. Do not be shy!

3.4 Teaching Practice: The Focus of Feedback

Stage One: TP 1 and 2

• Rapport
• Management (instructions, grouping students, eliciting, feedback)
• Awareness of self and students
• Use of whiteboard
• Graded language

Stage Two: TP 3, 4, 5

• Achievement of aims
• Completion of sufficient language analysis
• Pace and timing
• Awareness of errors and correction
• Provision of language practice and feedback
• Clarification of language
• Contextualization of language
• (Continual focus on Stage 1 aspects)

Stage Three: TP 6 and 7

• Balance and variety of activities
• Staging of lessons
• Student-‐centered language feedback and correction
• Monitoring and dealing with emerging language
• Selection of materials based on students’ needs
• (Continued focus on aspects of Stages 1 & 2)

Stage Four: TP 8 and 9

• Planning and preparing independently
• (Continued focus on aspects of Stages 1,2, and 3)


3.5 Lesson Frameworks
The frameworks below are not set in stone but many of the lessons you teach will follow
one of these patterns. Some stages may be essential and you may want to add others
depending on your students’ needs and your language/material. Please refer to
example lesson plans and notes from input sessions for more detail on lesson shapes.
And remember the micro-stages of each stage:

1) Give instructions 2) Demo (check instructions) 3) Ss do the activity while T monitors
4) Pair check 5) Feedback

3.6 The Phonemic Chart
Here is the phonemic chart that we use at Teaching House in North America and that you will
be using on the CELTA. It is helpful as it encourages learner independence (they can look up
the pronunciation of a word in the dictionary), helps visual learners with their pronunciation
and helps teachers provide a written prompt for learners when they review their notes from
class.

This chart was designed by Adrian Underhill,
based on sounds from the International
Phonetic Alphabet. The IPA contains symbols
to describe pretty much every sound in every
language in the world. Underhill selected
those sounds that are used in English and
organized them into this chart. This one is
based on American English and is the one
that your tutors will use.

The chart below is based on English from the UK and recently has been the standard in English
language teaching materials. There are only a few differences and all of these are in the vowels
and diphthong categories. The consonant sounds are identical as you can see.

US chart UK chart
40 44 sounds
sounds
Some examples US chart UK chart
of differences
flu /flu/ /flu:/ 1

early / ɜʳli/ /ɜ:li:/
door /dɔr/ /dɔ:/
hot /hɑt/ /hɒt/
car /kɑ:r/ /kɑ:/
pure /pju:r/ /pjʊə/
Some useful websites:
ear /ir/ /ɪə/
An app to practice and learn the sounds:
http://www.onestopenglish.com/skills/pronunciatio pair /per/ /peə/
n/phonemic-‐chart-‐and-‐app/ soap /soʊp/ /səʊp/

To type then copy and paste phonemes into Word:
http://www.e-‐lang.co.uk/mackichan/call/pron/type.html
Changing the font to “Lucida Sans Unicode” will maintain the format of your phonemes when
you paste them into your lesson plans and assignments.
1
The colon symbol indicates a longer sound. This is optional in the US chart and is located next to the crisscross
arrows at the top right.

3.7 Common European Framework of Reference
This is a system for describing different levels of many European languages, including English.
Your teaching practice students will be roughly A2/B1 at the lower level and B2/C1 at the higher
level.
1 Common Reference Levels

1.1 Global scale
Can understand with ease virtually everything heard or read. Can summarise
C2
information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation. Can express him/herself spontaneously, very
Proficient User
fluently and precisely, differentiating finer shades of meaning even in more complex
situations.
Can understand a wide range of demanding, longer texts, and recognise implicit
C1
meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social,
academic and professional purposes. Can produce clear, well-structured, detailed text
on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
Can understand the main ideas of complex text on both concrete and abstract topics,
B2
including technical discussions in his/her field of specialisation. Can interact with a
degree of fluency and spontaneity that makes regular interaction with native speakers
Independent User
quite possible without strain for either party. Can produce clear, detailed text on a wide
range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
Can understand the main points of clear standard input on familiar matters regularly
B1
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. Can produce simple
connected text on topics, which are familiar, or of personal interest. Can describe
experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas of most
A2
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment). Can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and routine matters. Can
Basic User
describe in simple terms aspects of his/her background, immediate environment and

matters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at
A1
the satisfaction of needs of a concrete type. Can introduce him/herself and others and
can ask and answer questions about personal details such as where he/she lives, people
he/she knows and things he/she has. Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to help.
© Council of Europe / Conseil de l’Europe accessed http://www.coe.int/t/dg4/education/elp/elp-

reg/Source/Key_reference/Overview_CEFRscales_EN.pdf. on December 21st, 2015


3.8 Lesson plans

There are various documents associated with planning a lesson. You will be guided through
exactly what each requires during the course so the following is just an outline of what you
need to submit before the lesson.

1) A lesson plan cover page. This goes on the top of your plan and helps distinguish your main
aims for the students for that lesson as well as helping you consider which aspects of your
teaching you will be working on, the materials you’ll use, what the board will look like and how
you’ll engage your students with the lesson. It also contains a section called “anticipated
problems and solutions with skills and classroom management”. This is where you should note
down any potential problems there might be in areas such as instructions, seating, timing etc.
and what you’ll do if they arise. It’s also where you can note down any elements of skills work
they might find difficult e.g. the length of a text, cultural issues associated with the topics, etc.
See the next pages for advice on how to complete your cover page.

2) A lesson plan procedure page. This is an account of the various stages of a lesson in order
and what will be happening in the classroom at any one point. For each stage you need to
specify what you and the students will be doing and how you’ll set this up (procedure), and
outline why (aims). There are also columns for you to anticipate how long each stage will take
(timing), specify who will be working with whom at each stage (interaction), and a column for
the tutor’s comments.

3) A language analysis sheet. If you’re teaching any grammar, vocabulary or functional
language in your lesson, you’ll need to research that area of language thoroughly so that you
can convey and check the meaning, form and pronunciation of that language successfully and
so that you can answer any questions students may have. If you’re teaching a receptive skills
lesson you will also need to consider how you will convey the meaning, form and pronunciation
of any tricky items of vocabulary that occur in the text. Below are examples of a vocabulary
analysis sheet and a grammar analysis sheet for your reference.

4) A referenced copy of your materials. This might be directly from your course book, in which
case put the author(s), year, title, publisher and page number on the copy. If you adapted it,
put “adapted from + author(s), year, title, publisher and page number”. If you created it, put
your last name, CELTA and the year.

All documents can be accessed online by logging into www.myteachinghouse.com

The details are emailed to candidates prior to the course start date.



3.8.1 Lesson Plan Front Page
LESSON PLAN
Name: Date: Week: Lesson number:

Lesson type: Level: Length of lesson: Number of students:

Lesson Aim(s) Specify your main aims and sub-‐aims, including any target language you aim to clarify Tutor:
By the end of the lesson, students will (have learned/reviewed/practiced/developed…) Appropriate lesson aims?
(please circle)

In the following context: YES NO

Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your Tutor:
copies/handouts. Sources acknowledged?
(please circle)

YES NO N/A

Language Analysis: Tutor:
I have completed a) a language analysis sheet (grammar) Sufficient language analysis?
(please circle)
(please check b) a language analysis sheet (vocabulary)

all that apply) c) a language analysis sheet (functions) YES NO N/A
Trainer’s comments:

Points to work on (action points):

Comments on the lesson plan and language analysis:

Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course

Tutor _____________________________ Signature ________________________


Assumptions What do you expect the students will already know about the language/content of your lesson?

Anticipated problems (skills and classroom management – NOT Solutions to these problems:
language. E.g. problems with timing, grouping, instructions, topics,
logistics, etc.)
• •

• •

• •

Personal Aims -‐ What action points from your previous lesson(s) Where are these on your lesson plan? What is your strategy to
are you working on? improve in these areas?

• •

• •

• •

Board Plan: At each stage of the lesson the board will look like this:


Advice for Writing your Lesson Plan
Name: Date: Week: Lesson number:

Lesson type: Level: Length of lesson: Number of students:

Lesson Aim(s) Specify your main aims and sub-‐aims, including any target language you aim to clarify Tutor:
be able to… have reviewed/clarified and practiced… have developed… etc. Appropriate lesson aims?
(please circle)
Specify your main aim and any sub-aims FOR STUDENTS – i.e. how their language ability will be improved.

In the following context:
YES NO
Specify the topic of the lesson (the “real life” topic, e.g.
“money”, “crime”, “the environment”(not the target language or skill)
Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your Tutor:
copies/handouts. Sources acknowledged?
(please circle)
Reference your materials here as well as on your handouts.

You could list other materials you’ll need to remind yourself. YES NO N/A

Language Analysis: Look at the lesson type to decide which language
analysis sheet you need to fill out. Usually you’ll Tutor:

I have completed a) a language analysis sheet (grammar) Sufficient language analysis?
(please check b) a language analysis sheet (vocabulary) need to analyze at least one or two vocabulary (please circle)
items, even in a skills lesson. If in doubt check with YES NO N/A
all that apply) c) a language analysis sheet (functions)
your tutor.
Trainer’s comments

Sorry, you can’t write your own comments!

Points to work on (action points)

If you type your lesson plan, try to keep the formatting the same. Delete any blank lines in the Aims/Materials/Language Analysis
boxes above to make sure there’s sufficient room for the trainer to write their comments here. The Tutor signature MUST fit on the
first page.

Comments on the lesson plan and language analysis

Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course

And sorry, you can’t grade it yourself either!

Tutor _______________________________ Signature _____________________________ (this MUST fit on the first page)


Assumptions What do you expect the students will already know about the language/content of your lesson?

This should include what they WILL know. Anything you assume they WON’T know is an anticipated problem and should be
recorded below or on your Language Analysis sheet.
Anticipated problems Anticipated problems (skills and classroom Solutions to these problems:
management – NOT language. E.g. problems with timing, grouping,
instructions, topics, logistics, etc.)

Things like:
• Timing. What can you cut if time is short? How will • Be specific about how you’ll fit your lesson into the time –
you fill any extra time? what specific activities will you shorten/speed up? Be
• Grouping / seating of Ss. Could they speak their sure to leave time for your main aim!
native language together? Do any personalities • How will you make sure students are grouped
clash? appropriately?
• Cultural issues. Could anything be sensitive or • How will you deal with culturally sensitive issues?
potentially offensive? • How will you respond if this arises. How could you make
• The topic of the text. Is it interesting? Is it the text more interesting/appropriate?
appropriate to the learners?

Personal Aims -‐ What action points from your previous lesson(s) Where are these on your lesson plan?/What is your strategy to
are you working on? improve in these areas?

• List at least 3 suggestions that your trainer made • Show evidence here that you have tried to incorporate
from your previous lesson(s). You can copy them advice from your trainer and peers into your lesson plan.
directly if you like. You can incorporate your own
personal suggestions and those of your peers too if
you like. These should be relevant to the lesson type.
• For example: I need to ask focused and clear

• I have planned these on my language analysis sheet and
questions to check the meaning of target language
put them on my procedure to remind myself.
(CCQs).
• I have checked my interaction column to make sure there

• Example 2: I need to make my lesson more student-
is S and S<>S work at every stage. I have also noted in
centered by integrating more individual and
my procedure when I am going to have Ss work together.
pair/group work.

Board Plan: At each stage of the lesson the board will look like this:

Never underestimate the impact of your board work! Planning it carefully can help you fit everything on, make sure students have
a visual record of everything they need to and make sure that students can refer to relevant information at appropriate times (e.g.
the form of a new tense from the presentation stage as they’re doing the controlled practice).
Use this box to map out where everything will go. E.g. new vocabulary, answers to exercises, visuals, visual record of form, etc.


3.8.2 Lesson Plan Procedure Page
Inter
Time actio Stage Stage aim Procedure Trainer’s Comments
n
T<>S Lead-‐in To raise Transition/context: T shows a bunch of pictures and elicits the
interest and set theme of education
5 S<>S context for the Instructions: “Do you have good or bad memories of school?”
lesson Check: Demo. T shares a personal story (getting detention for
T<>S wearing black socks)
Activity: Ss discuss in pairs
T monitors and listens out for good stories to share in FB.
Feedback: T elicits one or two stories from Ss

10 T<>S Diagnostic To find out Transition: T tells Ss “so now we are going to look at some
test which phrases vocabulary connected with education”
(vocabulary) Ss already Instructions: Work in groups and match the words to the
S<>S know and to definitions
prepare to Check: Demo with one of the phrases – (bad and good demo)
teach the ones Activity: Ss work together. T monitors and gives clues if some
T<>S they don’t. are incorrect and makes notes on which words are
problematic for extra focus during clarification
Pair check: Ss check with another group (if time)
Feedback: Ss put the big words and definitions on the board
10 T<>S Clarification To check the T checks meaning using a timeline of my studies.
meaning, I went to Cardiff university in 1995 and I finished my degree in
pronunciation 1998. In 1996 I was a? (Ss – undergraduate) DRILL and
and form of the highlight pron.
vocabulary What’s this? [show picture of Cardiff uni] – (Ss: campus).
And who is this? (lecturer/professor / tutor) DRILL
I was really lucky because education was free then. I didn’t
have to pay? (Ss-‐ fees). I didn’t have any money to live on
though so I had a part time job and I took out a? (Ss – student
loan).
I then took the CELTA and started my ___ as an English teacher
(Ss – career) DRILL.
In 2012 I started my advanced degree in ELT (Ss-‐ master’s). For
2 years I was a? (Ss-‐ post graduate) DRILL and highlight pron. I
studied online so didn’t have to visit the? (Ss: campus)
This time I did have to pay because I wasn’t clever enough to
get a? (Scholarship) DRILL and highlight pron.
Elicit that they are all countable nouns – which one is usually
plural? (Ss – fees)
T<>S Controlled To reinforce Transition: Let’s practice the vocabulary
S practice the vocabulary Instructions: Work alone and complete the crossword from
8 and promote memory
S<>S accuracy Check: ICQ– can you use the worksheet?(No). Can you use
your memory / brain? (yes!)
T<>S Activity: Ss work on their own. T monitors and indicates any
problem words
Pair check: Ss check together
Feedback: T shows the completed crossword and Ss check
7 T<>S Freer To develop Transition: Each pair will have a different relationship (new
practice fluency using pairs)
S<>S the education Instructions: Work in pairs and write a conversation using as
vocabulary many education words as possible. Don’t say your relationship
T<>S as later the class will guess
Check: Demo (with lecturer and undergraduate)
Activity: Ss work together on their conversation. T monitors
and collects language samples for feedback.
Pair check: Ss work with another pair. They read their
conversation and the others guess the relationship.
Feedback: T elicits content feedback and delayed error
correction (if time)


Inter
Time actio Stage Stage aim Procedure Trainer’s Comments
n


3.8.3 Language Analysis – Vocabulary
List the words / How will you convey and check Transcribe the What problems might Ss have with
collocations/ phrases meaning? pronunciation, indicate the meaning, pronunciation and
you plan to teach or (Script CCQs with expected answers stress and any issues with form? What will you do if these arise
that may be here if relevant) connected speech. in class?
problematic for
learners in your lesson.
Indicate the part of
speech
I will convey meaning using a cline. P1: Ss may think “I can stand it” = I
Example: J -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐L-‐-‐-‐-‐ x o O like it.
I can’t stand it (verb I’ll elicit that x = I can’t stand it S1: CCQ - Can I say “I can stand
phrase/collocation) Check with CCQs /kæntˈstænd/ it” when I like something? (Answer:
Is it stronger or weaker than I don’t like (‘t’ is usually softened or No)
it? (Answer: Stronger) omitted or replaced with a P2: Ss may omit the object
What is something you can’t stand? glottal stop) S2: Tell Ss it’s a transitive verb and
(answers vary) record on the board as a chunk
Word/phrase Convey and check meaning Pronunciation Problems and solutions

Rush hour (compound Pre teach using a picture of cars bumper O o P1: Ss may use it with an article (“I
noun) to bumper on a busy highway with a travel at the rush hour”)
clock showing 8am /ˈrʌʃaʊr/ S1: Record a full chunk on the
Check with CCQs board (I travel at rush hour)
Does it take more or less time to travel P2: Ss may pronounce the ‘h’ in
in rush hour? (Answer: usually more) hour
What time is rush hour? (Answers vary= S2: Drill and highlight the silent ‘h’
8.30am/ 5pm ish) on the board.
Pick someone up Elicit through description of a context “if P1: Ss may stress the main verb
(separable multi-word I arrive at the airport and my friend o O ‘pick’
verb) meets me there and drives me home S1: model then elicit and highlight
they… (from the airport)?” (pick me up) /pɪkˈʌp/ the stress on the board
Stress is on particle “up”, not P2: Ss may try to put the object
Check with CCQs the main verb. pronoun after the particle ‘up’ and
If someone picks me up, do they meet say “he picked up me”.
me somewhere? (Answer: yes) S2: Ask questions to guide them.
do we stay there or go somewhere else? E.g. Can I say “I picked up my
(Answer: go somewhere else) friend” (yes). How about “I picked
Where else could you pick someone up my friend up”? (yes) how about “I
from? (Answers vary: e.g. station, picked up her”? (No) so the object
school) pronoun must go between the verb
and the particle.
Traffic jam (compound Picture of a traffic jam – same picture O o o P1: Ss may make it plural by adding
noun – countable) as for rush hour but a road works –s to traffic. Traffics jam
sign instead of the clock. /ˈtræfɪkdʒæm/ S1: Record in a sentence on the
board “road accidents usually cause
traffic jams”.
Stuck (adjective - and Using the same picture of cars bumper /ˈstʌk/ P1: Ss may think it is the base form
past participle of ‘stick’) to bumper. Acting out driving and not of the verb
being able to move. S1: Elicit that in this case it’s an
adjective. Highlight pp for past
Check via an action. T instructs Ss to participle and elicit the base form
“show me ‘stuck’ (stick)
(Response: Ss mime being stuck)
Move at a snail’s pace By using a synonym – move very very o o o O o P1: consonant clusters /sn/ and
(verb phrase) slowly and a picture of a snail . /lzp/
/mu:vətəˈsneɪlzpeɪs/ S1: Drill slowly at first then speeding
Check meaning via CCQs and actions main stress on “snail’s”. up slightly and highlighting mouth
Is this how you want to move when you weak forms in “at” and “a” shape.
drive? (Answer: no) P2: Ss might omit different parts of
Move your finger at a snail’s pace the phrase, e.g. “move at snail’s
(Response: Ss move their fingers slowly) pace”.
S2: record on the board as a full
chunk and instant correction if Ss
misuse it.


Language Analysis Sheet – Vocabulary

you plan to teach or (Script CCQs with expected answers stress and any issues form? What will you do if these arise
that may be here if relevant) with connected speech. in class?
problematic for learners
in your lesson. Indicate
the part of speech
I will convey meaning using a cline. P1: Ss may think “I can stand it” = I
Example: J -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐L-‐-‐-‐-‐ x o O like it.
I can’t stand it (verb I’ll elicit that x = I can’t stand it S1: CCQ - Can I say “I can stand it”
phrase/collocation) CCQs /kæntˈstænd/ when I like something? (Answer: No)
Is it stronger or weaker than I don’t like (‘t’ is usually softened or P2: Ss may omit the object
it? (Answer: Stronger) omitted or replaced with a S2: Tell Ss it’s a transitive verb and
What is something you can’t stand? glottal stop) record on the board as a chunk
(answers vary)
Word/phrase Convey and check meaning Pronunciation Problems and solutions

you plan to teach or (Script CCQs with expected answers stress and any issues form? What will you do if these arise
that may be here if relevant) with connected speech. in class?
problematic for learners
in your lesson. Indicate
the part of speech


3.8.4 Language Analysis – Grammar

Name…Example… Date………………..……….. Lesson #........……...

Complete this sheet for all grammar lessons that you teach.
Language area and use: What is the grammatical structure you intend to teach and how is
it/are they used? For example; modals of deduction, present continuous for future use

Have something done (also called “causative have”)
Target language: provide example sentences to illustrate each structure (from the material you
will use in the class)

I’m going to have my house redecorated

I’m having my door repaired
Focus on meaning: What does the target language mean? What is it used for (e.g. to describe a past
habit)? How will you CONVEY AND CHECK the meaning of the target language and its uses? (Please include
all concept questions and draw any timelines etc. that you intend to use). Make sure your target language is
conveyed through a specific context.

This structure means that someone else does something for you. You do not do it yourself.
I’ll convey meaning through the 2 cartoons from the coursebook, one of a woman with paint brushes ready to
decorate and one of a person pointing to the yellow pages, obviously looking for professionals to redecorate her
house. I’ll have Ss match the speech bubbles (“I’m going to redecorate my house” and “I’m going to have my
house redecorated”) to the correct cartoon.
To check meaning I’ll ask “in the first cartoon, is the woman going to do the work?” (YES) “in the second
cartoon, is the woman going to do the work? (NO) “who is going to do the work? (maybe a painting and
decorating company). “will she pay?” (YES –probably)
Potential problems and solutions: Meaning

P1: Ss may think the action is done by the subject
S1: clarify using CCQs (did (the subject) do the action?” NO
P2: Ss may confuse “have” with its lexical meaning of “to possess” (a state)
S2: if this problem arises ask “is this an action or a state? Action.
P3: Ss may think that because we use the past participle this structure always refers to the past.
S3: Refer Ss to the model of the form and the example “I’m going to have my house redecorated” (on their
handout) and use the following CCQs
“does this refer to the past, present or future? (Future). after the object what is the verb form? (Past
participle). Does this mean it’s connected with the past? (NO) so what changes the tense, the past participle
or the tense of have? (the tense of have)”


Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc.
with phonemic transcript of key words.
o O o
/hævmaihausri:dekƏӘreItId/ =
have my house redecorated.
The main stress falls on the object (in this case ‘house’. Have is usually the subsidiary stress.
Potential problems and solutions: Pronunciation

P1: Ss may have been told not to stress “have” when it’s used as an auxiliary verb. In this structure ‘have’ is
stressed.
S1: Highlight the sentence stress over the example sentence on the board. Model correct pron and use choral
and individual drilling.
P2: Pronunciation of regular past participles (ending with –ed) as /ed/ when they should be /t/ (for verbs
ending in unvoiced sounds) /d/ (for verbs ending in voiced sounds) and /Id/ (for verbs ending in /t/ or /d/)
S2: highlight /t/, /d/ or /Id/ sound on the board, model and drill.

Focus on form: What is the breakdown of the form—as it will appear on WB/Handout? Include all key elements.
Subj + have + object + past participle
e.g. had (past simple)

be going to have
etc.

Potential problems and solutions: Form

P1: Ss may struggle to remember some irregular past participles.
P2: Ss may invert the object and verb (I had painted my house)
S1&2: Monitor during spoken and written practice and conduct delayed correction, eliciting the correct form
from Ss. If the error is made whole class, correct on the spot (as it is the TL) First I’ll indicate there’s an
error (facial expression, repeating error, using fingers etc.), encourage S to self correct, other Ss to peer
correct or provide correction
P3: Ss may have come across the contracted form of have when it’s used as an auxiliary verb (I’ve, he’s etc.)
and may over generalize and think you can use it here. (E.g. I’ve my house painted)
S3: During the presentation stage I’ll ask “Is have an auxiliary or is it the main verb? (Main verb) Can we
say “I’ve my hair cut every month”? No

Introducing Language: Which way of introducing language will you use?
Text based presentation, guided discovery


Advice for Completing your Grammar Analysis
Name…………………………….…… Date………………..……….. Lesson #........……...


The book often gives you the name of the structure. Use the grammar reference at the back of the book/ Swan
to distinguish its use


Give one example for each structure that you’re teaching. Use the ones from your lesson. Don’t make up
random examples plucked from obscurity!

• Make sure you describe what the structure means.
• You MUST include CCQs. You MUST draw timelines if it relates to time.
• Is the structure presented in context in the book? If so, it’s often easier and more effective to use this
context than invent your own. If it’s a text based presentation, consider how you’ll raise interest in
the TOPIC (not the language itself).
• Include aspects of appropriacy/formality if relevant.

If you don’t have teaching experience you’re going to have to use your logic/common sense/empathy with
students.
• Which elements of meaning could logically cause problems?

• Could the structure’s meaning be ambiguous depending on the situation?
• Are there any similar structures with a different meaning that could confuse students?
• How can you integrate solutions to these problems into your lesson? For each problem, specify how.
Some you may want to address proactively, some you may only address if they arise.


• You must write the relevant parts of the structure in phonemic script. Use the chart provided by
Teaching House.
• Mark which words are naturally stressed in the sentence.
• Include arrows for intonation if relevant.
• No need to write the entire sentence, just the relevant part. E.g with the above future perfect
example, I’d transcribe “I will have gone” - /aɪwɪlƧvgɑn/ NOT “I will have gone to Rio de Janeiro
by the time he calls me”.
• Think about how you say it in natural, connected speech NOT word by word. In this case we usually
drop the /h/ and ‘ve becomes a weak form: /wɪlƧv/ = will have (or will’ve)

• Look at the phonemic transcription and think: does the structure sound the same way it looks? (this
is English – it probably doesn’t!)
• Will students stress words which shouldn’t be stressed? (hint: weak forms are ALWAYS a
problem!!)
• Do we omit any of the sounds in natural speech (elision)?
• Will intonation affect the students’ meaning? (hint: if you’re teaching functional language,
intonation is one of the main issues)
• How can you integrate solutions to these problems into your lesson? For each problem, specify how.`


• What are the parts of the structure itself? What about negative and question forms?
• What is the form of the surrounding language?
• Are there alternative ways to structure the sentence? (E.g. contractions?)
• If the part of the structure never changes, write the word itself. If it changes then use the
grammatical terminology. E.g. Future perfect:
I will have gone.
I -(use terminology because it changes) (subject)
Will -(use word itself because it’s always ‘will’) (will)
Have -(use word itself because it’s always have) (have)
Gone – (Use terminology because it changes) (past participle)
Subj + will + have + past participle

• Are there any parts of the structure that students may omit?
• Are there any parts of the structure that students may replace with other similar words?
• Could students add words to the structure incorrectly?
• Can the structure be contracted? If so, is it obvious what the contraction stands for?
• Are there any difficulties with spelling?
• How can you integrate solutions to these problems into your lesson? For each problem, specify how.
Again, some you may want to address proactively, some you may only address if they arise.

Text based? Test-teach-test? PPP? Guided discovery? Situational presentation? These are the only options
really. Use your knowledge, Section 2.5 of this handbook and notes from input to know which it is. If in
doubt, ask.


Language Analysis Sheet – Grammar
Name………………….…… Date………………..……….. Lesson #........……...





Test-‐teach-‐test?, text-‐based?, guided discovery?


3.8.5 Language Analysis – Functions
Complete this sheet for all functional language lessons that you teach.

Name Date Lesson #

Context: Describe the context you are using to teach the functional language.

Formality: Describe the relationship between the speakers / writers.

Function: What will this language and therefore this lesson enable learners to do, or do better?

Example
Exponent in context: Meaning (what does it mean and what function does it perform in this
context?)
I can take it or leave it. Expresses that you don’t feel strongly about something. You don’t love it or
hate it.

Pronunciation (transcribe relevant parts in What are your CCQs?
phonemes and indicate stress / intonation): Do I like it? (Answer: yes (a little)
o o o o o O o Do I feel strongly about it/love it? (Answer: No)
/aɪkənˌteɪkɪtɔrˈliːvɪt/ What problems do you anticipate with meaning, pronunciation and/or form?
(Main stress on leave. Sub-‐stress on take) How will you solve them?
Form: P1: Ss may not understand that it expresses ambivalence
Fixed expression S1: Use a cline from love (100%) to hate (0%) and plot this in the middle.
P2: Ss may replace some of the words
S2: Elicit that it’s a fixed expression by asking “do any of the words change?
(Answer: No)
context?)

phonemes and indicate stress / intonation):

Form: What problems do you anticipate with meaning, pronunciation and/or
form? How will you solve them?

context?)




context?)



context?)



context?)



context?)




3.9 Observation Tasks

One important component of the course is observation of other teachers. This is divided into
two sections: observation of experienced teachers and observation of your peers. These
observations are invaluable in giving you insights into new teaching ideas, classroom
techniques, presence, and also an ideal way to observe the students and how they respond and
work.

1) Experienced teachers. A total of six hours will be spent observing in some of the following
areas:

• CELTA Tutor
You will observe your tutor teach your class of students. Use this as a model to how you
should set up your own classes.
• Video Observations
You may see a selection of videos on teaching in different contexts and have the chance to
analyze them for positive and negative aspects.
• Language School
During the course you may spend time at a local language school watching a class there.
This is a great way to see teaching in a different setting.

2) Peer Observations

When not teaching, it is the responsibility of the candidate to observe lessons and make
appropriate notes related to the given task. These observation tasks are not required to be
turned in to the tutor, but should be used to help the candidate to explore and build on his or
her own teaching practice. Various points from the tasks may be discussed in feedback, thus
candidates should make an effort to gather as much information as possible. Make sure you
know what the observation task is for that day by checking with your tutor or peers.


Day One: Observation of tutor
When observing today’s lesson, consider the points below. What is there about the classroom, the activities,
the teacher and the students that helps to create conditions for effective learning?

The Classroom
Makes notes on the classroom, considering seating arrangements, teaching aids (e.g. board, projector), pairing/grouping of students
and how these are changed during the lesson.

The Teacher
Comment on the rapport between teacher and students. What is the teacher’s role at various stages of the lesson? What is the
balance between teacher and student talking time? Comment on the teacher’s instructions and use of voice. How does he/she get
the students’ attention?

The learners
How motivated are they? Why? Are they taking part in their own learning? Is the teacher challenging them or doing most of the
work him/herself? Who are the stronger/weaker learners in terms of level? Who are the more confident/shyer students?

The activities
Make notes of the activities used. What did students actually do? What was the balance between teacher and student involvement?
How were the activities set up and brought to a close?

Summary
What will you take away from this lesson?


Focus on the Learner Assignment

This observation task is to help you gather material for the ‘Focus on the Learner’ assignment.
Part A – Learning preferences
During TP, observe the group and make notes about the following:

§ What is the atmosphere like? Who is contributing to this atmosphere the most do you
think?

§ Do the learners appear to prefer some activity types to others (e.g. listening, seeing things
on the board or handouts, moving around the room, etc.)? Why might this be?

§ Which interaction patterns do the learners seem more comfortable with? Why do you
think this is? Are there any learners who seem uncomfortable in whole class or pair work?
Why might this be?

§ How independent are the students? How willing are they to take risks with the language?
Who asks the most questions?

§ Who seems more accuracy focused and who is more focused on communication?

Part B -‐ Learners’ language abilities and needs
What strengths do the learners have?
Skills (Reading, Listening, Speaking, Writing)

Systems (Vocabulary, Grammar, Pronunciation)

What difficulties do the learners have? Notice grammatical errors and pronunciation errors.
Write down as many examples as you can and note who said what:
Learner Error


Classroom Management
Task: Watch the lesson and write ALWAYS, SOMETIMES, NOT ENOUGH, or NEVER in each box. Add notes where appropriate.
The teacher’s The teacher The teacher uses The teacher EXTRA NOTES
language is achieves a balance his/her voice at an interacts naturally
TEACHER natural and between teacher appropriate and develops a
TALK graded to the Ss’ talking time and volume. good rapport with
level. student talking the Ss’.
time
Teacher 1

Teacher 2

Teacher 3
ADDRESSING The teacher gets The teacher’s The teacher’s The teacher uses
the attention of position is instructions are demonstration to EXTRA NOTES
THE GROUP the whole group. appropriate (T’s clear and set up activities.
AS A WHOLE eyes clearly visible understood by all
to all Ss’, (s)he sits Ss’.
down where
appropriate.)
Teacher 1

Teacher 2
Teacher 3
There is Ss’ change Ss’ are involved The teacher Boardwork is
appropriate partner/seat. with the activities. monitors Ss’ as useful and Ss’ can
variation of they work. see all visuals.

LESSON & interaction
ACTIVITIES patterns (Ss’ in
pairs, groups,
individually, etc.)
Teacher 1

Teacher 2
Teacher 3

Instructions and setting up activities

Read the questions and make notes in the table for each activity.
1) What instructions were given? Were gestures used appropriately?
2) Were the instructions well staged?
3) Did the teacher check instructions? Was it necessary / effective?
4) At what stage did the teacher give out the materials?
5) Did the teacher make use of demonstration? How?
6) Did the Ss understand? How do you know?

Activity Teacher 1 Teacher 2 Teacher 3
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5

Microstages
Watch today’s lessons and make notes on how successfully each teacher follows the
micro-stages at each stage of his / her lesson.
1) Transition
Example:
2) Instructions 1) context set well for the controlled practice – Ss
3) Demo and/or ICQ knew they were going to use the TL in a text
about rollercoasters. Nice use of picture.
Activity
2) Clear instructions
4) 3) No demo – this would be useful

4) T monitoring closely – good questions to help
Yuko
5) Pair check 5) T forgot to do the pair check
6) Feedback 6) Feedback – it was hard to elicit from the class

as they weren’t sure of their answers. Pair check
necessary.
Teacher 1 Teacher 2 Teacher 3


Vocabulary Lesson(s)
Question Notes Teacher 1 Notes Teacher 2
Think about the vocabulary that the lesson
focuses on.
How is it related?
• Items related in terms of meaning
(e.g. fruit – orange, apple, guava)
• Items with a similar form (e.g.
adjectives which end in –ful – careful,
beautiful)
• Items connected by their
pronunciation (e.g. words which
rhyme)
• Items from a text
How well does the lesson material/ the teacher
convey meaning?

Is meaning checked? Is there evidence that the
students understand? (This could be through
questions that the teacher asks the class or
through practice activities)
Does the material / the teacher pay attention to

relevant aspects of form? For example, part of
speech, typical collocations.
How well does the material / the teacher cover

pronunciation?

What techniques are used to highlight sounds?
Stress?
What chances do learners get to practice the

vocabulary?

What types of practice are there? Controlled
(where there’s only one answer) or Freer (where
learners use the vocabulary more
spontaneously/fluently)?

Do learners get enough practice? If not, why not?

Receptive Skills lesson(s)

Teacher 1 Teacher 2
Comments/students’ reactions Comments/students’ reactions

Lead-‐in:
Motivating?
Relevant?
S-‐centered?

Text:
Reading: text type? Audience?
Listening: purpose? Relationship
between
speakers?
Context made explicit to learners?
First task
Sub-‐skill?
Set up appropriately?
Appropriate time allowed?

Feedback:
Chance to check in pairs/groups?

Ss given chance to justify their
answers?
Second task:
Sub-‐skill?
Level of difficulty?
Set up appropriately?
Appropriate time allowed?

Feedback:
Chance to check in pairs/groups?
Enough time given before feedback?

Other comments?


Things you’d like to steal / lend

Note activities or techniques that you think are particularly effective and would like to use
yourself. For example, one colleague might have effective lead-‐in activities, or another might be
especially good at keeping students engaged during feedback stages. Note what the activity or
technique is, how it’s carried out exactly and why it is effective. You may also want to ‘lend’ the
teachers a technique that would help them next time they teach.

Things I’d like to steal
Activity/Technique Why it’s effective

Things to lend
Activity/Technique How it could be done next time.


“Being” a student

Choose a student from your TP group (privately – don’t tell them or distract them from the
lesson!) and “be” them for the afternoon. Make notes on how “you” felt at various points
during the lessons. During feedback, tell the teacher how you felt in the first person (“I liked it
when you used my name”. I felt confused when you asked me “why we use the present
perfect”.)

Lesson Moments of Moments of Moments of Moments of
clarity (light bulb confusion (???) feeling good feeling not so
moments) (happy, proud, good (frustrated,
etc.) rushed, etc.)


Student involvement

As you watch each lesson today, draw a graph reflecting how involved the learners were in the
lesson. Label any peaks / troughs and note your comments. Remember, silence does not
necessarily indicate lack of involvement! Ss may be reading/thinking/processing.

Example:

Story engaged Ss and Pre-‐teaching Reading – Answered one Ss’ Fluency at the end was
pair work involved all vocab was ok to text is question in whole c lass super engaging!
Ss – v motivating task begin with but interesting. stage so most Ss tuned Involvement dipped a
there was too pair check out / started chatting. little during WCFB –
much – too T-‐ involved Ss *Answer Qs like that *set a task so the
centered. Ss well after the lesson or group is more likely to
switched off. during monitoring. pay attention.
*use a match up
activity instead.
Lesson 1

Lesson 2

Lesson 3

Grammar/Functions Lesson(s)
Think about the context of the lesson.

Is there just one context or many mini-‐contexts?

Is/are the context(s) set clearly?

Is/are the context(s) sufficiently engaging?

Do(es) the context(s) help the learners
understand the meaning and use of the
language?
How well does the lesson material/ the teacher

convey meaning?

Is meaning checked? Is there evidence that the
students understand? (This could be through
questions that the teacher asks the class or
through feedback to practice activities).

To what extent is formality relevant? Is this
covered by the teacher/learners?
How effectively does the material / the teacher

pay attention to relevant aspects of form?

Are the learners engaged and involved in this
stage? How?
How well does the material / the teacher cover

pronunciation?

What techniques are used to highlight sounds?

Rhythm and stress?

Is intonation relevant? If so, how well does the
teacher cover it.
What chances do learners get to practice the

new language?

What types of practice are there? Controlled?
Freer?

Do learners get enough practice? If not, why not?

Level Changeover
Watch the students and try to get to know the new class. Make notes in the following areas.
1. Write the names and test yourself.

2. What nationalities are represented?

3. Who is dominant?

4. Who is quiet?

5. Are there any weak students?

6. Who is particularly strong?

7. Who may be disruptive, if anyone?

8. What language strengths do you notice?

9. What language problems did you notice?


Action Points

Today your feedback to the other teachers will be written, not just spoken. Before the lessons
today, find out each teacher’s personal aims (action points from their previous lessons),
comment on evidence of progress in these areas and ways they could further improve. Be sure
to write legibly and on a separate piece of paper so you can hand your comments to each
teacher after the lesson.

Action points Evidence of progress Suggestions for further progress.

Now take another piece of paper and repeat for the other teachers.

Productive Skills Lesson(s)
Context
What is the context?

How clear is the context for the writing or
speaking lesson for learners?

How engaging is the context for learners?
Model of the task

Are learners exposed to a model of the speaking
or writing task? How effective is this?

How well does the teacher exploit the model to
make it useful for learners?
Tools

Are the learners given useful language to help
them with their speaking or writing? If so, what?
If not, what language could be helpful do you
think?

How much attention does the teacher pay to the
structure of the speaking or writing task?
Preparation time

How much time are learners given to gather their
thoughts and brainstorm content for their
writing or speaking?

How effective is this?

Think about the task that the teacher sets for the
students.

Is there a communicative purpose for
writing/speaking?

How authentic is it (i.e. is it something that
people do in real life outside the classroom)?

Editing/feedback
What happens after the students have finished
their speaking task or their first written draft? Is
there any peer editing or language focused
feedback? How effective is this?

What is the teacher’s role? How effectively does
the teacher monitor and give feedback on these
stages?
Publishing/performing
Do learners get the chance to share their written
work with others? How effective is this stage?

Do learners get content feedback on their
speaking? How effective is this stage?

Staging and Aims
During the lessons today, write down the stages of the lesson and record the aims of each,
adding some comments on the effectiveness of each stage in achieving its aim and thinking
about how logically staged the lesson is.

Stage and aim Activity Comments


Error Correction

Complete this sheet (and additional sheets if necessary) with examples of errors and correction from
each lesson that you notice. Think about how effective these decisions are.

Error of: When corrected? Who corrected? How corrected?

example
Pronunciation immediately same student T asked ‘How
‘comfortable’ during pairwork many syllables?’

example
Grammar after the activity another student T put sentence on
‘I think you board / elicit
shouldn’t go.’

example
Vocabulary wasn’t corrected nobody it wasn’t (but could
Next to the be useful)
‘high’ man

Error When corrected? Who corrected? How corrected?


Materials and Resources.

Critically examine your peers’ materials (worksheets, etc.) and resources (use of OHP, projector,
board, multi-‐media, etc.) today and make notes in the following categories:
Interest / motivation

Appropriacy for the level

Tasks used to exploit the

materials / resources.

Authenticity (NB. Graded

material can also be
“authentic” if it represents
real language use)

Communicativeness (does it

promote S-‐S interaction?)

What have you learned from

the use of
materials/resources in this
lesson?


Questions for the teacher

Today as you watch Teaching Practice today, note down any situations that you noticed and
what you’d like to ask the teacher during feedback. For example:
• I noticed… Ss really enjoyed your lead-‐in and I wondered …where you got the idea from.
• I noticed… that during the reading Ss were doing the wrong task and I wondered …when
you noticed and if you’d handle it the same if it happened again.
Teacher Thoughts and questions

1 I noticed …

And I wondered…
I noticed…

And I wondered…
I noticed …

And I would like to ask you…
2 I noticed …

And I wondered…
I noticed…

And I wondered…
I noticed …

3 I noticed …

And I wondered…
I noticed…

And I wondered…
I noticed …

Adapted from Scrivener, J. (2005) Learning Teaching (Second Edition), Macmillan

Using the Board

Today’s task is to consider the role of the board and how the teacher exploited it. Use the
following board plans to map out the teacher’s board use and make any comments around the
edges.


Focus on Progress

For each colleague you observe today, note at least three ways that they have improved since
TP 1. Also note at least three suggestions for their future teaching career. Try to be as specific
as possible so that your colleagues have concrete ideas to take away with them.

Improvements:

•
•
•

Suggestions:
•
•
•


Good Cop Bad Cop

Your trainer will assign you a role for feedback today. If you are good cop, write down all the
positive points about that lesson. If you are bad cop, write down all the negatives. In feedback
you’ll deliver the good/bad news to your peers!

Consider: classroom management, clarification of language (M, P and F), lesson staging,
provision and quality of practice, etc.

Lesson 1 – I am GOOD/BAD cop. Notes:

Lesson 2 – I am GOOD/BAD cop. Notes:

(Lesson 3 – I am GOOD/BAD cop. Notes)


Graffeedback

Use your artistic skills to plan how you’ll give feedback to your peers today.


External Observation of Experienced Teacher

1. How does the teacher engage the students at each stage of the lesson?

2. Is there a balance of activities?

3. How long does each stage of the lesson last?

4. What is the balance of students’ to teacher talking time?

5. How effective are the instructions given?

6. Is there a variety of interaction patterns?

7. In what ways is the class, and the way it was run, different from the classes you've
observed on the CELTA course?

8. If you observed at a language school, in what ways were the students similar and
different from our students on the CELTA course?

9. What did you discover from the experience of observing an experienced teacher?



3.10 Self-‐Reflection Sheets
Name: TP number: 1
This document is part of the assessment criteria of the course.
Aims: What were the lesson aims? To what extent were the lesson aims achieved?
How was this demonstrated?

Personal Aims: What were your main personal What progress did you make with your action
aims for this lesson? (N/A for TP 1) points from your previous lesson(s)?
(N/A for TP 1)
Planning: How did your plan (cover page, What would you change if you planned the
procedure page and language analysis) help you lesson again?
with your lesson today?

Strengths: What were the main strengths of your lesson?

Action points: What were the main weaknesses of your lesson?

Future progress: What are you going to do to avoid these weaker areas in the future?

Trainer’s feedback

Trainer’s Signature:

Reflections continued (optional):
Questions for your tutor (optional):


Name: TP number:

aims for this lesson? points from your previous lesson(s)?








Name: TP number:










Name: TP number:










Name: TP number:










Name: TP number:










Name: TP number:










Name: TP number:










Name: TP number:










4. Assignments

Administration

• In order to be eligible to pass the course and receive the CELTA certificate, you must:
o Pass 3 out of 4 written assignments. If you fail two (2) or more assignments, you
automatically fail the course.
o Submit all 4 assignments (i.e. even if you pass the first 3, you still have to do the 4th)
o You may fail one (1) of the four assignments and still be considered for a 'B' grade,
provided that you have been able to meet the criteria on which you failed in another
way -‐ i.e. during your teaching practice.
• Submission:
o The submission dates are listed on the “Input Schedule” that is handed out on Day 1
o Failure to hand in assignments on time will be considered a professionalism issue and
will be reflected in the comments on your final report that you will use to secure
employment after completing the course
• Assignments should preferably be typed.
• All assignments have a minimum word count of 750 and a maximum word count of 1,000.
Please stick to the word count and state it explicitly at the end of your assignment.

First submission

• Pass on first submission
o If the feedback sheet has 'pass on first submission' circled, you have successfully
completed the assignment and can file it in your CELTA portfolio.
o Please record the assignment result in the appropriate box on page 12 of your blue
Candidate Record Booklet (CELTA 5), which is kept in your CELTA portfolio.
• Resubmit
o If your assignment does not meet the criteria, you will need to make changes or
additions and resubmit it.
o You will know an assignment needs to be resubmitted if 'Resubmit' on the feedback
sheet has been circled.

o Read the tutor's comments carefully and make any necessary changes or additions on a
separate sheet of paper to be attached as an appendix to the original. If you resubmit
the whole assignment, please mark the sections that you have changed clearly.
o Please use the same cover sheet as you did for the original submission. There is a
section for comments on your resubmission.
o Do not under any circumstances alter the original work. Do not use white-‐out,
correction tape, scribbles or any other means to cover what you originally submitted.
o The Cambridge assessor needs to be able to see your original work as well as any
changes or additions you make for resubmission.
Resubmissions

• You may resubmit each assignment only once.
• When you hand in a resubmission, please include the original ‘cover sheet’ where the tutor has
provided feedback and recorded your grade as well as the entire original assignment. The
resubmission should be an appendix to this original.
• Grades:
o If an assignment is a 'pass on resubmission', please mark this on page 12 of your CELTA
5 Candidate Record Booklet, again in the appropriate box.
o If the resubmission does not meet the criteria, your assignment will be a 'fail on
resubmission' and your tutor with indicate this on the feedback sheet.


4.1 Focus on the Learner (FOL)
Candidate name: _______________________________________
st nd
Criteria 1 Submission 2 Submission
standard yet
To standard
To standard
standard
Tutor feedback and Tutor feedback
Not to
Not to
resubmission guidance if
necessary
Part A
Comment on the learners’ backgrounds

Comment on the learners’ motivations
Comment on the learners’ learning

preferences
Use written language that is clear,
accurate and appropriate to the task
Grade for part A Double marked (if applicable)
Tutor(s) signature(s) and date: Resubmit Tutor(s) signature(s) and
Pass
Pass
date:
Fail
Part B
Identify learners’ strengths
Identify one grammar problem with at

least two pieces of evidence
Select one appropriate activity to
address the grammar problem and
provide a rationale
Identify one pronunciation problem
with at least two pieces of evidence
Select one appropriate activity to
address the pronunciation problem
and provide a rationale
At least one of the two activities is
from a published ELT source
Correctly use terminology relating to
language systems and skills
Overall word count of 750-‐1000
Overall comments:

Overall grade Double marked (if applicable)
Resubmit
Tutor(s) signature(s) and date Tutor(s) signature(s) and

date:
Pass
Pass
Fail
NB *Please use the same cover sheet for submitting all parts and resubmissions of your FOL. Thank you!

Plagiarism declaration

I confirm that this assignment is my own work.

I have fully acknowledged the published/online sources I have consulted

I confirm that this assignment meets the requirements outlined in the Teaching House
plagiarism policy (found in your Teaching House handbook)

Signed ……………………………………………………………… Date ……………………………….

Print name ……………………………………………………….


In this assignment, you will focus on the learners that you are teaching on the course.
• Interview all or some of the learners in your group. Find out information about their
background, motivation for learning English, perceived learning needs, etc. Use the grid in
appendix 1 to structure your notes if you like.
• Swap information with your colleagues to gather information about everyone in the class.
• Skim the relevant sections of “Learner English” by Swan and Smith (eds), 2001, Cambridge
University Press. This provides information about problems that speakers of different languages
Gather
usually have with English. This will give you an idea of what errors to look and listen for.
information
• Set the written homework (appendix 2) and work together to make sure everyone in your group
has a scan or copy of the learners’ work.
• Observe your learners during class and read their written work. Identify
• their learning preferences
• their language strengths (skills and systems)
• their language weaknesses (skills and systems)
• Summarize some of the following areas for your learners, filling in the assignment grid
below:
• General background information (first/other languages, age range, occupations,
length of time in this country, general education and language education history,
Write part A of
etc.)
your
• Motivation for learning English and perceived needs in English.
assignment
• Learning preferences and what evidence you have to think these are their
(300-‐500
learning preferences
words)
• You should write in full, connected prose in this section.
• Attach the cover page to the front of your assignment, write your name on the cover and
sign the plagiarism declaration
• Turn it in on paper by the deadline.
• Write about the language strengths that your learners have. These should be skills related and
systems related. You can also add strengths related to their study habits, learning preferences,
etc. too but you must include skills/ systems strengths.
• Write about one grammar problem learners have (use analysis from "Gather Information"
stage) by filling in the grid below.
• Using the grid below, say what the problem is.
Write part B of • Document at least two instances in which learners showed they have this one
your problem and provide the correction.
assignment • Find one activity that could help your learners with this problem (include the actual
(450-‐700 activity handout in the appendices) and say why it is helpful for this group of learners
words) in particular.
• Write about one pronunciation problem your learners have (use analysis from "Gather
The total for Information" stage) by filling in the grid below.
parts A and B • Say what the problem is, using phonemes if applicable.
must be 750-‐ • Document at least two instances in which your learners showed they have this one
1,000 words problem and what they should have said.
• Find one activity that could help your learners with this problem (include the actual
activity handout in the appendices) and say why it is helpful for these learners in
particular.
• Make sure you reference your material correctly with author(s), year of publication, title,
publisher and link if relevant. Provide this information in a bibliography as well.
• You may focus on individual learners at this stage of the assignment if you wish.
• Have a peer proof read your work.
• Use the same cover page as you did for Part A of the assignment with your tutor comments on
Turn in your
• Make sure you have attached a referenced copy of the actual material that you will use with
assignment
your learner. This does not contribute to your word count.
• Turn it in on paper by the deadline.
Word limit for parts A and B combined: 750-‐1000 words


CELTA pass criteria: candidates can demonstrate their learning by:
a) showing awareness of how a learner’s/learners’ background(s), previous learning experience and learning style(s) affect
learning
b) identifying the learner’s/learners’ language and/or skills needs
c) correctly using terminology relating to the description of language systems and language skills
d) selecting appropriate material and/or resources to aid the learner’s/learners’ language development
e) providing a rationale for using specific activities with a learner/learners
f) finding, selecting and referencing information from one or more sources using written language that is clear, accurate and
appropriate to the task


Now fill in the following grid for your assignment:
Part A-‐ Learners’ backgrounds
Category Write here in prose. Trainer comments
(Please omit (leave blank)
this column (Note, if you are handwriting this assignment, you will need to
from your use more space to reach the word count and the required level
word count) of depth.)
Learners’
backgrounds
(age,
occupation,
nationality,
languages,
education,
etc.)
Learners’
motivations

The group’s
learning
preferences
and rationale

Word count
for Part A
(375 – 500
words)



Part B – Learners’ language abilities and needs.
Learner strengths
(skills and systems)

Grammar problem
(name of
structure/language
point)
Examples of error
and corrections

(Write the whole
sentence so the
context is clear).
Example 1: “We walked
in the Park when man
stopped us. ”
Correction
“We were walking in the
Park when (a) man stopped
us. ”

Example 2: “They broke
the car as they drive north”.
Correction
“The car (broke down) as they
were driving north”.
Material to help the
learner with this
problem (full source
and appendix where
it can be found in this
assignment)
Justification for
choice and how it will
be used.

Be sure to refer back
to the learners’
learning preferences,
motivation, strengths
and weaknesses,
interests, etc.
Pronunciation
problem (use
phonemes)

Examples of error
and corrections
(write full utterances
so the context is clear
– use phonemes)

Example 1: “I like New
York /beri/ (very) much”
Correction
“I like New York /veri/ (very)
much”

Example 2: “My sister
want to be a /bet/ (vet)”
Correction
“My sister want(s) to be a
/vet/ (vet)”
Material to help the

learner with this
problem (full source
and appendix where
it can be found in this
assignment)
Justification for
choice and how it will
be used.

Be sure to refer back
to the learners’
learning preferences,
motivation, strengths
and weaknesses,
interests, etc.
Word count: 350 –

500 words
NB Total word count
for Parts A and B
must be 750-‐1000
words


Appendix 1 Interview the learners

Use this table to make notes. Use additional pages of your notebook if necessary.

Name: Age: Nationality / L1: Job / studies:

Reasons for learning English: Language learning background Activities you enjoy / find useful Contact with English and study
(English and others): in class: outside of class:





















Appendix 2 Homework assignment

Dear Student,

During this course, the teachers need to complete a written profile of the students in this class. The
questions you’ve answered today are really useful in getting to know you. The teachers also need a
sample of your written language so that we can analyze your strengths and weaknesses in writing. We’d
also like to know more about you! Give as much detail as you can and please, do not use a grammar
book or a dictionary.

We would be very grateful if you could write a letter to your teacher answering some of the following
questions:

§ What has been your best experience in the United States so far? What has been your
worst experience?
§ What do you like about the USA and what do you miss from your home country?
§ What do you like doing in your free time?
§ What are some of the differences between American culture and the culture in your
home country?
§ What’s your favorite movie and why?
Thanks a lot!

The teachers at Teaching House


4.2 Language Skills Related Task
Candidate name: _______________________________________

st nd
Criteria 1 Submission 2 Submission
Not to standard yet
Not to standard

To standard
To standard
resubmission guidance if
necessary
Select an appropriate authentic text for

the level and provide a rationale

Identify receptive skills to be practiced,
using correct terminology
Submit two appropriate receptive skills

tasks
Identify productive skills to be

practiced, using correct terminology
Submit an appropriate productive task

of your own design

Submit a sufficient outline of a lesson
plan
Relate task design to language skills

practice
Find, select and reference information

from one or more sources


Word count of 750-‐1000
Overall comment:
Overall grade
Resubmit

Tutor(s) signature(s) and date
Pass
Pass
Fail

NB *Please use the same cover sheet for submitting all submissions of your SRT. Thank you!





Signed ……………………………………………………………… Date ……………………………….

Print name ……………………………………………………….


Skills Related Task

In this assignment you will choose an authentic reading or listening text for a group of learners
and design a lesson around it.

Assignment Procedure:
• Read through (skim) the relevant chapters of Jeremy Harmer, The Practice of English
Background Language Teaching (chapters 16-‐20) or Jim Scrivener, Learning Teaching (chapters 7 – 9).
reading • As you read, make a note of useful quotes that might be helpful to justify your choice of
tasks.
• Choose a text (for listening or reading) which will be appropriate for a specific group of
learners in terms of
1) language level and
2) interest.
Choose an • If you don't know the specific group yet, choose something which will be universally
appropriate text engaging, for example a human interest story from a newspaper or a youtube.com video
about the city where they are studying.
• The lesson can be 40-‐60 minutes long so make sure your text is an appropriate length.
• Show your choice of text to your tutor by the deadline on your course schedule. Do this
before you start working on your assignment.
• Save a copy of your text to submit as an appendix to your assignment.
• Design an initial “easy” comprehension task. Specify the sub-‐skill and justify your choice of
task or sub-‐skill by referring to your background reading.
• Design an additional, more in-‐depth comprehension task. Specify the sub-‐skill and justify
Design skills your choice of task or sub-‐skill by referring to your background reading.
tasks • Design a follow-‐up speaking or writing task on a similar topic to the text. Make sure it is as
authentic and communicative as possible. Justify your choice of activity with a quote or
by referring to your background reading.
• Make a worksheet with all these tasks, as you would give them to your learners.
Make a lesson • Include the stages, stage aims, a summary of each activity and estimated timing for each
plan procedure stage (for a 40-‐60 minute lesson).
outline • You do not need to write full procedural detail.
• Describe the text you chose and why you chose it, in terms of interest and language level.
• Describe your lead-‐in and any vocabulary you need to pre-‐teach and why.
• Describe your first receptive skills task, providing justification from your background
reading.
• Describe your second receptive skills task, providing justification from your background
reading.
Write your
• Describe your productive skills task, providing justification from your background reading.
assignment
• Reference background reading with author’s last name, year of publication and the page
number in parentheses like this (Harmer, 2007 p430).
• Attach the lesson plan outline (can be included in the word count).
• Include a word count (750-‐1000 words).
• Include a bibliography of sources referenced in your assignment and the source of the text
itself. Include the author(s), year of publication, title, publisher and link if relevant.
• Attach the cover page to the front of your assignment and write your name on it.
• Attach a copy of your text (or an audio transcript if available) at the end of your
Turn in your assignment as appendix A. This does not contribute to your word count.
assignment • Attach the worksheets containing your receptive and productive skills tasks as appendix B.
These do not contribute to your word count.
• Have a peer proof read your work. Turn it in on paper by the deadline.


Cambridge Assessment Criteria for SRT Assignment

Candidates can demonstrate their learning by:

o Correctly using terminology that relates to skills and sub-‐skills
o Relating task design to language skills practice
o Finding, selecting and referencing information from one or more sources
using written language that is clear, accurate and appropriate to the task.


4.3 Language Related Task (LRT)
Candidate name: _______________________________________
Gr. 1 Gr. 2 Voc. 1 Voc. 2 Tutor comments

1 2 1 2 1 2 1 2 1 submission 2nd submission
st nd st nd st nd st nd st

Meaning ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems &
solutions with ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
meaning

Pronunciation ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems &
pronunciation

Form ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Problems &
form

Written
☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
language
Overall comments:

Overall grade: Pass / Pass / Fail

Resubmit
Tutor signature(s) & date(s)

NB *Please use the same cover sheet for submitting all submissions of your LRT. Thank you!






Signed ……………………………………………………………… Date ……………………………….

Print name ……………………………………………………….


Assignment 1 Language Related Task -‐ LRT 750-‐1000 words*
Task: Below is a typical text that you might have intermediate level (CEFR B1) students read in class. In
a text-‐based language lesson you would clarify language items from the text so they come from a clear
context. This CELTA assignment requires you to analyze language. Before analyzing the language, it’s a
good idea to comprehend the text. Read it carefully before you attempt this assignment.

The 'amazing' Tide detergent crime
wave
By The Week's Editorial Staff | Yahoo! News Thu, Mar 15, 2012
Tide laundry detergent is meant to be used for household

cleaning purposes, but thieves are turning it into something
dirty. Authorities are reporting a spike in thefts of Tide,
and in some cities they have set up task forces where the
detergent is sold to track the number of bottles in stores. Police believe thieves are selling the
soap, which retails for $10-$20, to buy drugs. On the black market, Tide is often referred to as
"liquid gold" and sometimes sells for $5-$10 per bottle.
Last year, in St. Paul, Minnesota, a man is alleged to have stolen $25,000 worth of Tide over 15
months before he was captured by authorities. Stores such as CVS have amped up security
measures to prevent theft; at some locations the detergent is kept in a locked container and an
employee has to retrieve it for customers.
So why is Tide the only detergent being targeted? Authorities have come up with several reasons:
It might be because Tide is instantly recognizable because of its Day-Glo orange bottle; or it may
be because it is one of the most expensive brands of laundry detergent or because it does not have
serial numbers, so tracking it is impossible.
On social media, people are calling the theft trend "bizarre" and many are blaming it on the tough
economy and rising gas prices. One person tweeted that “the thefts could stem from inflation”.
A spokesperson for Procter & Gamble, the manufacturer of Tide, called the thefts "unfortunate”.
Adapted from http://news.yahoo.com/video/trendingnow-25169353/trend-of-tide-detergent-thefts-spiking-across-the-
country-28598090.html

Note: When doing this assignment, you do not need to write in prose -‐ bullet points are fine, but make
sure you include all the specified information. Use the following form/template for your Language
Analysis, responding to all the prompts in the boxes.
Cambridge English Language Assessments specifies that for this assignment successful candidates can demonstrate their
learning by:
• analyzing language correctly for teaching purposes
• correctly using terminology relating to form, meaning and pronunciation when analyzing language
• accessing reference materials and referencing information they have learned about language to an appropriate
source
• using written language that is clear, accurate and appropriate to the task

Now, look at the items underlined in the text. You must analyze the four items specified for your
assignment – do not choose different ones.



Grammar 1
Language area and use: What is the grammatical structure you intend to teach?

How is it used?

Target language: find 2 more examples of this language item from the text

1. he was captured by authorities

2.

3.

Focus on meaning: You need to: 1) explain the meaning of this grammar structure in the context of
the Tide text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include
concept questions (CCQs) with answers and draw any images etc.). Use the context of the Tide text. Make
sure you analyze the grammar, not the lexical meaning of the word ‘captured’

Anticipated problems and solutions with meaning: Provide two problems and a solution for
each. Remember to focus on the grammatical structure, not the meaning of the word “captured”.


Focus on pronunciation: Include sentence stress and weak forms with phonemic transcript of
“he was captured”

Anticipated problems and solutions with pronunciation: (provide two problems and a
solution for each). Again, make sure these are relevant to the grammar, not just the word captured.

Focus on form: You need to: 1) identify elements of the structure of the target language and provide a
formula that would generate multiple examples of the target language 2) repeat this for the question and
negative forms (presenting it as you would to the learners)

Anticipated problems and solutions with form: Provide two problems and a solution for each.
You should consider word order, verb forms, potentially added or omitted parts, etc.

Sources used: (e.g. Michael Swan (2005) ‘Practical English Usage’, OUP, page numbers)


Grammar 2
Language area and use: What is the grammatical structure you intend to teach?

How are they used?

Target language: find 2 more examples of this language item from the text

1. It might be because…

2.

3.

Focus on meaning: You need to: 1) explain the meaning of “it might be…” in the context of the Tide text 2)
Write how you will CONVEY AND CHECK the meaning of the target language (Please include all concept questions
(CCQs) with answers and draw any images etc. Use the context of the Tide text.

Anticipated problems and solutions with meaning: Provide two problems and a solution for each.
Remember to focus on the grammatical structure, not the meaning of the vocabulary used in the examples.


Focus on pronunciation: Include sentence stress with phonemic transcript of “it might be…”

Anticipated problems and solutions with pronunciation: Provide two problems and a solution for
each.

Focus on form: You need to: 1) identify elements of the structure of the target language and provide a formula
that would generate multiple examples of the target language 2) repeat this for the negative and question forms,
including any relevant contractions (presenting it as you would to the learners)

Anticipated problems and solutions with form: Provide two problems and a solution for each. You should
consider word order, verb forms, etc.

Sources used: (e.g. Rosemary Aitken (2002) ‘Teaching Tenses’, Longman)


Vocabulary 1 Teaching
Word / phrase: a spike in thefts *Keep to the context of the text
Meaning (Be specific but keep it simple. Look in a I will convey meaning by…
learner dictionary):

I will check meaning by… (e.g. CCQs with answers)

Anticipated problems and Solution(s) with meaning:
P1:
S1:

P2:
S2:
Pronunciation (Write ‘a spike in’ in phonemes and mark the stress):

Anticipated problems and solution(s) with pronunciation:
P1:
S1:

P2:
S2:
Form (Part(s) of speech, collocation, (ir)regularity), etc.:

Anticipated problems and solution(s) with form:
P1:
S1:

P2:
S2:
Sources used: (e.g. http://www.macmillandictionary.com)


Vocabulary 2 Teaching
Word / phrase: come up with several *Keep to the context of the text
reasons
Meaning (Be specific but keep it simple. Look in a I will convey meaning by…
learner dictionary):

I will check meaning by… (e.g. CCQs with answers)

Anticipated problems and Solution(s) with meaning:
P1:
S1:

P2:
S2:
Pronunciation (Write ‘come up with’ in phonemes and mark the stress):

Anticipated problems and solution(s) with pronunciation:
P1:
S1:

P2:
S2:
Form (Part(s) of speech, collocation, (ir)regularity), etc.:

Anticipated problems and solution(s) with form:
P1:
S1:

P2:
S2:
Sources used: (e.g. http://www.macmillandictionary.com)


4.4 Lessons from the Classroom (LFC)

Candidate name: _______________________________________
Criteria 1st Submission 2nd Submission
Not to standard yet
Not to standard

To standard
To standard
resubmission guidance
if necessary

Identify at least two successful
aspects of your teaching

Identify at least three areas
needing improvement

Provide at least three
suggestions for improvement

Provide evidence of sufficient
observation and reflection on
others’ classroom teaching

Provide at least three ideas for
future development

Use written language that is
clear, accurate and
appropriate to the task

Word count of 750-‐1000
Overall comment:
Overall grade:
Resubmit

Pass
Pass
Tutor(s) signature(s) and date

Fail
t

NB *Please use the same cover sheet for submitting all submissions of your LFC. Thank you!





Signed ……………………………………………………………… Date ……………………………….

Print name ……………………………………………………….


Assignment 4 Lessons From the Classroom

Assessment Criteria for Assignment:
Candidates can demonstrate their learning by:
• noting their own teaching strengths and weaknesses in different situations in light of feedback from learners,
teachers and teacher educators
• identifying which ELT areas of knowledge and skills they need further development in
• describing in a specific way how they might develop their ELT knowledge and skills beyond the course
• using written language that is clear, accurate and appropriate to the task

Part A: Reflections on Classroom Teaching

Over the duration of the course you are exposed to adults learning and teaching languages in
three situations: your students learning from you, students learning from your peers and
students learning from experienced teachers (tutors) in live and video demonstration lessons.

Consider the above situations and:

• Identify at least 2 successful aspects of your teaching and discuss why these were
successful. Illustrate these with specific examples of where you did it well and how this
benefitted your learners.
• Identify at least 3 aspects of your teaching that you would like to improve and suggest
improvements. These suggestions for improvement should come from your observations of
other teachers – your colleagues, trainers, videos. Be very specific about where you saw
this done well and how working on it would be beneficial for your learners.

Your answer does not need to be written in a formal style, first person is fine. Support your
observations with practical examples wherever possible. State who the teachers were, what
they did that was effective and why those activities / techniques were successful.

Part B: Future Development

• Discuss how you plan to develop your ELT knowledge and skills after the course. Provide at
least three specific ideas (e.g. arrange to watch experienced colleagues, read published
matter on developing listening skills). Specify how these strategies will benefit you.

750 -‐ 1000 words. Please state your word count at the end of your assignment.

*See following page for an outline that we recommend you follow.


Lessons From the Classroom Assignment
Here is a suggested structure for your assignment:

Part A
Paragraph 1: Strength #1
Identify the strength
Say why it is beneficial to your students or how it helps your teaching.
Give a specific example of a time when you used this and say how it benefitted the lesson.
Paragraph 2:
Identify the strength
Say why it is beneficial to your students or how it helps your teaching.
Give a specific example of a time when you used this and say how it benefitted the lesson.

Paragraph 3: Area to work on #1
Say why it would be beneficial for your students for you to work on this.
Give a specific example of a time when you saw a colleague or an experienced teacher do it
well.
Say what you will do to improve this in the future.

Paragraph 4: REPEAT for AREA to work on #2

Paragraph 5: REPEAT for AREA to work on #3

Part B
Paragraph 6: Idea for Future development 1
Specify what it is and how it will enable you to develop into a better teacher.



There’s no need to write an introduction or a conclusion.

4.5 Plagiarism Policy

“Plagiarism is the "wrongful appropriation" and "stealing and publication" of another author's "language,
thoughts, ideas, or expressions" and the representation of them as one's own original work.”
“Plagiarism is considered academic dishonesty and a breach of journalistic ethics. It is subject to sanctions like
penalties, suspension, and even expulsion.” (Wikipedia, 2014)

In terms of the CELTA course, this would be
• Copying someone else´s assignment (in whole or in part).
• Getting another person to write an assignment for you.
• Lifting ideas from published source without referencing it (this is especially important in the Language
Skills Related Task assignment)
• Copying parts of published material without adequately referencing the source.
Of course you can, and are encouraged to, refer to sources of background reading. Here are some ways and
conventions for referencing:

Paraphrasing what the writer has said.
As Scrivener says, encouraging students to read quickly when reading for the first time can help build confidence
when they don´t understand every word (Scrivener, 2011, p153)

Direct quotation from the book (don´t overdo this. Keep the quotation short)
According to Scrivener “it´s actually not necessary to understand every word in order to understand the
information you might need from a recording” (Scrivener, 2011, p147)

2
Footnotes – quote directly or paraphrase, then footnote author / year / page number at bottom of page

And…remember to include a bibliography of any books /resources you´ve quoted or consulted when writing an
assignment. This should be written like this:

Author surname, Author first name, year, Title of book in italics or underlined, publisher
th
e.g. Scrivener, Jim, 2011, Learning Teaching 4 edition, Macmillan

To reference an online source, you should write it like this:

Author (if available), Year of Publication (if known), Title (in italics or underlined), Publisher (if available and the
organization is responsible for providing and maintaining the information), available URL (in the format:
http://internet address/remote path) and the date the source was accessed [in square brackets]
e.g. Agar, John, 2004, How to Reference Online Sources, University of Cambridge,
th
http://www.hps.cam.ac.uk/research/webref.html, [accessed July 9 2015)

Please see the following website for further information on the University of Cambridge plagiarism policy:
http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html

Failure to comply with these guidelines may result in exclusion from the course with no warning and you may be
excluded from the CELTA program for up to three years.

Sources consulted
Wikipedia contributors, Plagiarism, Wikipedia, The Free Encyclopedia, 2014,
https://en.wikipedia.org/wiki/Plagiarism, [accessed July 9 2015]
2
Like this: Scrivener, J., 2005, Learning Teaching, Macmillan Heinemann

5. The Final Result
On successful completion of the course you will receive a course report (usually within a week), which
lets you know your provisional final grade (to be confirmed by Cambridge and the assessor) and a
summary of your performance on the course. You will also receive a certificate (usually within two
months) confirming your grade. Your course report can be used to support job applications between
the time you finish the course and the time you receive your certificate. The certificate is awarded at
Pass, Pass B or Pass A level. The meaning of these results from an employer’s point of view is rather
unusual. They are of interest to employers less as a record of your performance on the course, more as
an estimate of how quickly and effectively you are going to develop as a teacher after it and how much
support it is estimated you will need in your first months as a teacher.

The full performance descriptors are specified here for your reference on page 31 of your CELTA 5
booklet.
“Certificate grades

The Certificate will be awarded to candidates who meet the course requirements and whose performance meets, or exceeds, the
criteria in both assessment components. Candidates are ineligible for the award in cases where dishonesty or plagiarism is brought to
the attention of Cambridge English.

The following performance descriptors are to be interpreted in the CELTA context, bearing in mind that candidates are pre-‐service and
undertaking initial teacher training including six hours of teaching practice.

The CELTA performance descriptors are for use by tutors and assessors at the end of the course to determine final recommended
grades. By the end of the course, candidates’ performance must match ALL of the descriptors at a particular passing grade in order to
achieve that grade.
Pass Pass B Pass A
Planning Candidates can plan effectively with Candidates can plan effectively with Candidates can plan effectively with
guidance. They can analyse target some guidance. They can analyse minimal guidance. They can analyse
language adequately and generally target language well and select target language thoroughly and select
select appropriate resources and tasks appropriate resources and tasks for appropriate resources and tasks for
for successful language and language successful language and language successful language and language
skills development. skills development. skills development
Teaching Candidates can generally deliver Candidates can deliver effective Candidates can deliver effective
effective language and skills lessons, language and skills lessons, using a language and skills lessons, using a
using a variety of classroom teaching variety of classroom teaching variety of classroom teaching
techniques with a degree of success. techniques successfully. techniques successfully.
Awareness of Candidates show some awareness of Candidates show good awareness of Candidates show very good awareness
learners learners and some ability to respond learners and can respond so that of learners and can respond so that
so that learners benefit from the learners benefit from the lessons. learners benefit from the lessons.
lessons.
Reflection Candidates can reflect on some key Candidates can reflect on key Candidates can reflect on key
strengths and weaknesses and strengths and weaknesses and strengths and weaknesses and
generally use these reflections to generally use these reflections to consistently use these reflections to
develop their teaching skills. develop their teaching skills. develop their teaching skills.

Overall Candidates’ planning and teaching Candidates’ planning and teaching Candidates’ planning and teaching
show satisfactory understanding of show good understanding of English show excellent understanding of
English language learning and language learning and teaching English language learning and
teaching processes at CELTA level. processes at CELTA level. teaching processes at CELTA level.
All CELTA assessment criteria are achieved and requirements for written work are met”
Cambridge English Language Assessment, 2015, CELTA Syllabus and Assessment Guidelines Fourth Edition,
Cambridge: Cambridge English Language Assessment

In the event that a trainee is awarded a Fail by their tutors, their portfolio will automatically be sent to
the CELTA head office in Cambridge for a second opinion. There it will be examined in detail and the
result recommended by Teaching House will be either confirmed or overturned. This process can,
unfortunately, sometimes take many weeks.

6. Glossary of ELT Terms

The course can feel like one long list of new terms, acronyms and jargon. Here’s a way to try and
cope with the deluge. It’s not an exhaustive list, but the important ones should be here.

Abstract Items Vocabulary concepts that cannot be shown visually, such as
truth, upset, knowledge. (Contrast: Concrete Items)

Accuracy Practice Practice of a specific language item that has been presented to
students (See also: Restricted Practice. Contrast: Freer Practice)

Acquisition Unconscious learning, or ‘picking up’ of language.

Anticipation Considering before the lesson what difficulties students will have
with the meaning, form and phonology of a new piece of
language.

Appropriacy Whether an item is suited to who you use it with. For example, it
is usually inappropriate to use slang when speaking to the
President.

Authentic Produced for native speakers, not for ESL students. (Contrast:
Graded)

Back-‐chaining When drilling a longer sentence, it’s sometimes useful to break it
down into chunks. Starting from the end of the sentence and
working back chunk by chunk helps to maintain rhythm and
features of connected speech.

Choral Drill All the students in class repeat a given word, sentence etc. at the
same time. Helps to build confidence and allows students to get
their mouths around new language. See Drill and contrast:
Individual Drill

Cloze exercise A type of gap-‐fill where certain words in a paragraph are deleted
and students have to read the complete text and fill the blanks.

Commentating See Running Commentary

Communicative (adj) Involving the transfer of real information that has meaning for the
students. Learners have to listen to one another to do a
communicative task.

Comprehensible Input The language that the teacher uses which is graded to the right
level so that students can still understand yet still be challenged.

This can also include gestures and body language that aid student
comprehension.

Comprehension Question A question to check understanding of a text or part of a text.

Concept Checking Checking students’ understanding of a language item (such as a
word or grammar structure) which has been presented to them –
without asking ‘Do you understand?’

Concept Check Questions CCQs – one of the most useful and common ways of checking
concept. A series of simple questions that break down the
meaning of the language being presented.

Concrete Items Vocabulary items that can be shown visually, such as book, table,
elephant, bottle.

Content feedback Learners report back the content of their discussion (their
experiences, opinions, conclusions, etc.) to the group and the
teacher. See feedback

Contextualization Presenting or practicing a language item in a context (such as a
situation or a text) rather than in isolation. The context helps
students better understand the meaning and use of the item.

Controlled Practice (Also called Restricted Practice). Oral drills and written exercises
in which students use newly presented language in a restricted
way. The choice they have over the language used is limited in
order to help them focus on the structure of the language.
Compare Freer Practice.

Cuisenaire Rods Wooden rods of different lengths and colors, originally created for
math work. They can be used to depict many language items and
concepts.

Detailed Task A task aimed at checking the comprehension of a listening or
reading task. It requires the student to read or listen carefully and
understand details. (Contrast Gist Task)

Dialogue Short conversation between two or more people, heard, written
spoken, created (etc.) in class.

Drill/Drilling Teacher-‐centered controlled practice to help learners with
pronunciation, which involves students repeating
sentences/words after the teacher or students creating sentences
with prompts from the teacher. See Choral, Individual and
Substitution Drill.

Echoing When a teacher repeats students’ correct utterances. This is
unnatural, usually unnecessary and increases teacher talking time.
It can also be confusing as learners think they have made an error.

Elicit (v) To draw an answer, grammar structure, word, example etc. from
the students by asking questions and giving prompts.

Feedback The part of a stage or activity in which learners share their
answers with the group and the teacher. This could be to share
their ideas, thoughts and opinions or to check answers to an
activity. See also content feedback

Finger Highlighting Using the fingers to represent ‘words’ or syllables in order to
indicate an error or highlight the form and pronunciation of newly
presented language.

Fluency Practice Free speaking or writing, to practice those skills in of themselves.
Students use all the English they have at their disposal to
communicate, rather than consciously practicing specific
grammatical structures recently studied in class. See also Freer
Practice. Contrast Accuracy Practice

Form The way an item is written or said. “Form” is also used to refer to
the grammatical operation of items, as opposed to what they
mean or how they are used.

Free speaking or writing See Fluency Practice.

Freer Practice Practice of specific items in an activity that allows students a
degree of choice regarding the language they use. It usually
involves the students using the target item in the context of other
surrounding language.

Function What you express through a piece of language. The task a piece of
language performs. For example, inviting, apologizing or
expressing regret.

Functional exponent A phrase which expresses a function. For example, “I’m sorry” is
an exponent of the function of apologizing.

Gap-‐fill A written exercise in which students put the appropriate items
into gaps left in a sentence. Also called fill-‐in-‐the-‐blank. NOTE: Be
careful not to confuse this with: Information Gap


Generating Interest Before working with a reading or listening text, or before starting
a speaking or writing activity, the teacher creates interest by
asking students what they know about the topic, or by doing an
activity that makes the topic relevant to the students.

Gist Question / Task A question/task asked to check students’ general overall
comprehension of a text (listening or reading), as opposed to a
comprehension of the details contained in the text. Compare:
Detailed Task.

Graded (Language) Language (in a text, oral instructions, etc.) that is simplified so
that it can be understood by a learner of English, for example by
removing complex words, idiomatic phrases, etc. and making
sentences shorter with only one or two clauses

Grammar The rules that govern the form of a language. The nuts and bolts
that hold the vocabulary together.

Group Work Students work in small groups, rather than all together or
individually. (Contrast: Open Class)

Guided Discovery A technique where students work out language meanings and
rules for themselves. By looking at examples of language and
answering written guided questions, students can draw
conclusions about the meaning and form of language.

Highlighting Form Drawing students’ attention to the important aspects of how an
item is formed, said or written. It can be done orally (using Finger
Highlighting) or on the board (see Written Record).

Highlighting Meaning Drawing students’ attention to the meaning of a particular
language item. Often involves time lines, CCQs etc.

Icebreaker An activity done when you first meet a class in order for everyone
to get to know each other, to build a good class atmosphere and
to make students feel comfortable.

Illustrating meaning Using a picture, mime, gesture, definition, text, situational story
etc. to demonstrate the meaning of a language item

Individual Drill After doing Choral Drilling, the teacher then asks students
individually to repeat a newly presented word or sentence.
Compare Choral Drill. See Drill.


Inflection = Intonation (NOTE: This use of the word “inflection” is specific to
American English and will be misunderstood by most speakers of
other varieties of English!)

Information Gap An activity in which students use language to exchange
information between one another. The information each student
has is different, yet related in some way. By communicating with
each other students gain a complete picture. Information gaps
can be either relatively controlled, or much freer. It depends on
how they are set up, and how much prompting students receive.
They are always communicative.

Instructions Checking (ICQs) Asking questions to check that students have understood
the instructions to a task or activity you have set (e.g. “so will you
show your paper to your partner? (no) Contrast: Concept
Checking

Intonation Meaningful changes of voice pitch in a word, phrase or sentence.
The “music” part of phonology. Americans often refer to
intonation as ‘inflection’.

L1 A learner’s mother tongue or “first language”.

L2 The language the students are learning, in our case this is English.

Lead-‐in The introduction to your lesson (or to an activity within your
lesson), where you introduce the topic, generate interest, get
students thinking etc.

Lesson aims What the students will be able to do at the end of the lesson that
they couldn’t do at the beginning (or at least not as well!)

Lexis Vocabulary, i.e. words and phrases.

Lexical Set A group of words or fixed expressions connected by meaning or
form. For example, ‘furniture’ ‘food’ or ‘adjectives of size’ ‘phrasal
verbs with “up”’.

Lockstep When the interaction in class is between the teacher and the
students, not between the students themselves. The teacher is
controlling the interaction.

Matching Exercise A written exercise where students match given words and
sentences with appropriate pictures, definitions etc.


Meaningful An activity is meaningful if students cannot complete it unless
they understand the meaning of what they are saying or writing.
Content is important. Repeating sentences you do not understand
is not meaningful! Changing present tense into past or passive
mood into active is not meaningful. Contrast: Mechanical

Mechanical Not involving communication. Repetition drills, making positive
sentences negative etc. are mechanical – focusing on form and
pronunciation but not meaning. Contrast: Meaningful

Metalanguage The language used to talk about language. For example, the word
‘verb’ is an item of metalanguage.

Mingle activities When the learners are on their feet, moving around the
classroom and talking to each other to perform a task (e.g. find
somebody who... (can play the guitar).

M F P Meaning, Form and Phonology: the three areas you have to cover
when presenting new language to students

Model or Marker Sentence A sentence showing a language item in its typical use. New items
are often presented and initially practiced using a Model
Sentence, particularly when doing a Situational Presentation.
NOTE: A marker sentence does not normally define or explain an
item. It simply shows the item in use.

Monitoring After giving directions for a pair or group work task, teachers walk
around the room to make sure that students understand the
activity and are doing what was asked. It is also a way to assess
progress and listen for errors that can be corrected later.

Narrative A written or spoken story.

Nominating Using a gesture or a learner’s name to nominate them to answer a
question during feedback or drilling. This ensures that everyone
has a chance to participate and avoids less confident students
from being side lined

OHP/OHT Overhead projector/Overhead transparency.

Open Class When the whole class is listening to one student or to the teacher.
The focus is on the teacher, who is leading the stage of the lesson.
See also teacher-‐centered. Contrast with student-‐centered.

Open Questions See WH questions.


(Learning) Outcomes What learners will gain from the lesson. What can they do now
that they couldn’t do at the start of the lesson (E.g. by the end of
the lesson learners will be able to use the past perfect tense in
order to make the order of events of a story clearer).

Pair Work When pairs of students work on a task at the same time. The
focus is student-‐centered.

Peer Correction Prompting a student to correct another’s mistake – perhaps when
self-‐correction has been unsuccessful.

Personalized An activity which involves students talking/writing about their
own life experiences.

Phonology The study or practice of sounds, intonation and word & sentence
stress.

Phrasal Verb A verb and particle (preposition or adverb) which combine to
produce a meaning different from the meanings of the verb and
particle separately. For example, ‘to run up a bill’ or ‘to get away
with something’.

PPP The introduction of a language item through a process of
Presentation – Practice – Production. Situational Presentation is a
type of PPP lesson. In this framework ‘practice’ means ‘controlled
practice’ and ‘production’ means ‘freer practice’.

Presentation The first stages of “teaching” a new item to students. It is usually
followed by practice activities.

Productive Skills Speaking and writing. Contrast: Receptive Skills

Prompt A word, mime, gesture, etc. that elicits an item, etc. from
students.

Pronunciation How a word or sentence is said – the sounds, stress and
intonation.

Realia The actual object used to illustrate meaning. For example, if you
are teaching different types of fruit, you could bring in realia:
bananas, oranges, apples etc.

Receptive Skills Reading and listening. Contrast: Productive Skills


Review Brief re-‐presentation (and practice) of an item that you think or
know the students have previously learned. Contrast:
Presentation

Roleplay The acting out of a dialogue or conversation, based on some
(usually situational or functional) prompts. It usually provides
either controlled or freer practice, depending how much structure
and guidance are provided. Usually roleplays are done in pairs or
groups. They are not normally then acted out in front of the class.

Running Commentary When a teacher “thinks out loud” in class, causing unnecessary
TTT. It is usually said very quickly and quietly, or comes in the
form of an ‘explanation’ that students usually do not need or
understand. Examples: “OK, so we don’t have time to do what we
were going to do, but I’m going to give you guys a hand-‐out. It’s
probably too easy for you and I should have chosen a different
one, but just go ahead and do it anyways, and it’s not a very good
photocopy, but….”

Self-‐correction Prompting a student to correct their own errors, rather than the
teacher providing the correction.

Situational Presentation A type of PPP lesson, where the teacher builds up a context using
pictures, prompts, questions etc., and then elicits or gives a model
sentence that includes the target language. After meaning, form
and phonology have been highlighted, the language is then
practiced.

Skills Language skills are how language is used. Speaking, Writing,
Reading, Listening (see Receptive and Productive skills)

Stage A ‘part’ or ‘phase’ of your lesson. Most lessons consist of several
different stages.

Stress The emphasis placed on a syllable in a word (=word stress) or on a
word in a sentence (=sentence stress). Word stress and sentence
stress are two components of phonology.

Student-‐centered Any approach which encourages students to participate fully in
the learning process, and which fosters autonomous learning. A
student-‐centered lesson means the focus is on the students,
through pair and group work, eliciting etc.

Student Talking Time (STT) The amount of talking done by students in class. In a language
classroom this should ALWAYS be higher than TTT.


Substitution Drill A type of oral controlled practice. The teacher gives a model
sentence and, after drilling this chorally and individually, prompts
students to change specific words in it.

Systems The systems of language are knowledge of how the language
works – what it means and how it’s used. The language systems
are grammar, vocabulary, functional language and pronunciation.

Tapescript/ Audioscript The transcript of a listening text that usually appears at the back
of the students’ textbook. Useful for planning purposes.

Target Language The language item(s) you are aiming to teach in a lesson. For
example, if your lesson aim is to improve students’ knowledge of
the past perfect, then your target language is the past perfect.

Task Based Learning A relatively new approach to teaching language which involves
taking a ‘task’ as a starting point, and then raising students’
awareness of the language required in order to successfully
perform the task.

Teacher Talking Time (TTT) The amount of talking done by the teacher in class. Too much is a
bad thing, especially if it’s extraneous (see Running Commentary
for example). Contrast: Student Talking Time.

Test-‐Teach-‐Test A systems lesson framework where the teacher first checks to see
what students already know about a language item, often by
doing some sort of practice activity or ‘diagnostic test’. The
teacher then presents or clarifies the aspects which the students
have problems with. Further practice of the language item then
occurs.

Teacher-‐centered When the focus of the lesson is on the teacher, not the students.
While of course it is necessary for the focus to be on the teacher
at some points in the lesson, it shouldn’t be the focus throughout
the entire lesson. Too much is a bad thing.

Text A piece of reading or listening.

Text Based systems lesson When new language is first encountered in a text before being
analyzed and practiced.

Time Line A visual representation of a tense; used for highlighting meaning,
or concept checking.

Warmer A short activity at the start of the lesson, before the teacher
moves into the main part of the class. A warmer can be connected

to the general theme of the day, or could be something
completely separate.

WC Not Water Closet but Whole Class. WCFB = Whole Class feedback.

WH-‐ Question A question starting with “Who,” “Where,” “What, “How” etc.
Often referred to as an open question, as the answer can be
extended. Contrast: Yes/No Question

Written Record The stage in your presentation which involves writing the form
onto the whiteboard for students to copy. It’s not always
necessary to do this – a photocopy or an overhead transparency
also works.

Yes/No Question A question that requires a Yes/No answer. For example: “Do you
smoke?” “Can you drive?” “Did you watch TV last night?”

7. CELTA-‐Specific Glossary

The following are all bits of jargon you will encounter over the next four weeks specific to this
course. You’ll quickly become familiar with them, but it’s useful to have a list to refer to.

Assessor University of Cambridge representative who will come to check
the course (during the last two weeks)

Assignments Refers here to the four written assignments you have to do.
Contrast TP.

Blue book The official booklet where you record lessons taught, classes
observed, and where we track your progress. So called because it
is indeed blue. Also called CELTA5. Kept in your portfolio.

CELTA 5 See Blue Book. CELTA5 is so-‐called because there are 4 other
administrative documents from Cambridge that precede it.

Feedback Comes in two forms: verbal and written. Verbal feedback is
discussion of your lessons. Written feedback is comments in
writing on your lessons and also on your assignments.

Front Page When you submit a lesson plan or a written assignment there is a
‘front page’ that accompanies it. Be sure to attach a front page, as
this is where trainers write their comments and grades.


GLP Guided Lesson Planning. The time during the CELTA day where
the trainers will be available to help you with your lessons.

Input The seminars and workshops that cover theory and methodology
of teaching. The part where we teach you.

Portfolio The binder you will build up and maintain during the course.
Contains your lesson plans, your assignments and your CELTA5.

Procedure page The step – by-‐ step part of your lesson plan that contains stage
aims, details of the procedure, timing and interaction patterns of
your lesson.

Progress Reports There are two (and if necessary three) of these during the course.
The first is completed by your tutors at the end of week one, the
second is completed at the end of week two, and is accompanied
by a face to face tutorial.

Self-‐evaluation The written post-‐teaching reflection you write after you have
finished your lesson.

TP Teaching Practice. The part of the CELTA day when you are the
teachers.

TP Points The details of what you are teaching, which order you are
teaching in, and suggestions on how to go about planning your
lesson. As the course progresses and you become more
independent, these are withdrawn.

Tutorial A one-‐on-‐one meeting held with your TP tutor half way through
the course. A follow up tutorial will be given at the end of stage 3
if necessary.


We hope you enjoy your CELTA course.

All the staff at Teaching House.

www.teachinghouse.com www.myteachinghouse.com


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© Teaching House, 2018 2

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Books and Materials

Bad weather policy

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• to be punctual and attend all classes.

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1.2 Internal complaints procedure

1.3 Equality and Diversity Policy

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© Teaching House, 2018 9

Signature: _______________________ Date: _____________

(Print name): _____________________________________________

Signature: _______________________ Date: _____________

(Print name): _____________________________________________

Signature: _______________________ Date: _____________

(Print name): _____________________________________________

b) I do not grant Teaching House/OHC permission to use the images

Signature: _______________________ Date: _____________

(Print name): _____________________________________________

© Teaching House, 2018 11

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• Your blue CELTA 5 course record booklet

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3.2 When you are not teaching – ‘TP Etiquette’

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And remember the micro-stages of each stage:

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1 Common Reference Levels

describe in simple terms aspects of his/her background, immediate environment and

© Council of Europe / Conseil de l’Europe accessed http://www.coe.int/t/dg4/education/elp/elp-

© Teaching House, 2018 22

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YES NO N/A

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analysis sheet you need to fill out. Usually you’ll Tutor:

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• For example: I need to ask focused and clear

• I have checked my interaction column to make sure there

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Word/phrase Convey and check meaning Pronunciation Problems and solutions

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Word/phrase Convey and check meaning Pronunciation Problems and solutions

© Teaching House, 2018 33

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Potential problems and solutions: Meaning

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Potential problems and solutions: Pronunciation

Subj + have + object + past participle

e.g. had (past simple)

Potential problems and solutions: Form

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