CELTA

(July 15th – August 9th, 2019)

Centre KZ 007

Address: Almaty, Keremet 7 (Seyfullina

Street)

Course Guide

CELTA Centre KZ 007

 TABLE OF CONTENTS

GENERAL INFORMATION..............................................................................3
COURSE PARTICIPANTS....................................................................................3
ATTENDANCE.......................................................................................................4
PLAGIARISM.........................................................................................................4
FILING ………........................................................................................................4

DRESS AND PUNCTUALITY…………………………………………………………5

HEALTH AND SAFETY………………………………………………………………..5

COURSE OBJECTIVES AND REQUIREMENTS............................................5

COURSE OBJECTIVES........................................................................................5
COURSE REQUIREMENTS.................................................................................6
TEACHING PRACTICE....................................................................................6
ASSESSMENT OF TEACHING PRACTICE.........................................................6
TEACHING PRACTICE PREPARATION..............................................................7
TIPS FOR TEACHING PRACTICE.......................................................................8
PHOTOCOPYING & COMPUTING FACILITIES...................................................9
WRITTEN WORK.......................................................................................................10
ASSESSMENT OF WRITTEN WORK.................................................................10
OUTLINE OF WRITTEN ASSIGNMENTS...........................................................11
ASSIGNMENT 1 – FOCUS ON THE LEARNER.................................................11
ASSIGNMENT 2 – LANGUAGE RELATED TASKS............................................11
ASSIGNMENT 3 – LANGUAGE SKILLS RELATED TASKS………….………….11
ASSIGNMENT 4 – LESSONS FROM THE CLASSROOM.................................11
TUTORIALS................................................................................................... 11
OBSERVATIONS OF EXPERIENCED TEACHERS......................................11
ASSESSMENT & GRADING..........................................................................12
THE ASSESSMENT VISIT..............................................................................13
COMPLAINTS PROCEDURE.........................................................................13
USEFUL BOOKS FOR THE CELTA COURSE ..............................................14
 GENERAL INFORMATION

COURSE PARTICIPANTS

Course Tutors: Email:

Osama Hassan o.hassan@interpress.kz
Alexandra Chebotareva Al4ebotareva@gmail.com

Trainees:
Natalya Pimburskaya

Katrina Mae Battad

Ishmael Nii Tagoe

Marina Kondratova

Gulzat Zamzinova

Maryam Kafaei

Dinara Ilakhunova

Marat Ibragimov

Alima Bakusheva

Ivy Mendoza Saballa

Stefania Laierno

Gulzhanat Jalgasbayeva

Teaching Practice (TP) Groups

Group 1 – Intermediate (with Osama for Group 2 – Elementary (with Alexandra

week 1 & 2 and then switch) for week 1 & 2 and then switch)
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A. Gulzhanat Jalgasbayeva A. Dinara Ilakhunova

B. Gulzat Zamzinova B. Marat Ibragimov
C. Ishmael Nii Tagoe C. Alima Bakusheva
D. Ivy Mendoza Saballa D. Katrina Mae Battad
E. Natalya Pimburskaya E. Marina Kondratova
F. Stefania Laierno F. Maryam Kafaei
ATTENDANCE

The CELTA course starts at 10:00 am every day and finishes about 18:30 on
most days (on some days candidates will be asked to conduct experienced teacher
observations which means they may finish at 21:30 on those days, but most
working days will finish at about 18:30). Full and punctual attendance is required
on the course.

If you are ill or are unable to come in, please let Marina (marina@interpress.kz)
or Tamara (tt-centre@ihkazakhstan.com) know at InterPress IH as soon as
possible.
You can also email Osama or Alexandra - see above for addresses.

If you suffer from a health condition that could affect your work or
attendance, please inform the tutors at the beginning of the course.

PLAGIARISM
Cambridge views all instances of plagiarism very seriously. Candidates may confer
and recommend useful sources, but each assignment must be your own work and
you must sign that this is the case. All Teaching Practice must be your own work.
Where candidates are found to have plagiarised from another candidate or from a
reference source, that assignment or teaching practice may be rejected or they
may be disqualified from the course, and they will be ineligible for the award in
cases where dishonesty or plagiarism are brought to the attention of Cambridge
ESOL.
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FILING

You will be given a CELTA file for:

 All 4 assignments (including resubmissions if any) and the feedback on these

assignments.

 All your lesson plans, the feedback on lessons taught and your self-evaluations.
  The completed CELTA 5 form. Note that the CELTA 5 contains sheets for
tutorials. The lists of points for each tutorial relate to the criteria you are being
assessed on as the course progresses.

N.B. This file is your responsibility. It is an official document and it provides evidence of
your coursework for Cambridge Assessment English. At the end of the course you are
required to submit your candidate file, and you must ensure that it contains all the
necessary paperwork listed above. You will also be required to submit your file to the
assessor during their visit.

DRESS AND PUNCTUALITY

Formal dress is NOT required, but a professional appearance is (smart casual is the
dress code for the course).

Punctuality means being rigorously on time for all elements of the course: the input
sessions, TP prep, teaching practice and feedback, and observations. All of these
elements actually start at the scheduled start time so you need to arrive some minutes
before. Your end-of-course report (which effectively doubles as your reference to
potential employers) will include an appraisal of your punctuality.

HEALTH AND SAFETY

While we take every care that the Centre is a secure and safe place, InterPress IH
cannot be held responsible for any loss or damage to your personal property. Please
make sure you keep anything of value with you at all times.

COURSE OBJECTIVES AND REQUIREMENTS

COURSE OBJECTIVES

Our aim is that by the end of the course you will:

 be more aware of the language you are teaching, and of some of the difficulties
that foreign learners encounter in relation to the four language systems
(phonology, vocabulary, discourse, grammar),
 be aware of some of the factors that may facilitate or impede learning in the
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classroom.
 be sensitive to students’ backgrounds, motives, interest and attitudes and how
these affect their learning.
 be able to plan a series of lessons designed to help students master both
language items and language skills.
 be in control of a set of basic classroom management skills (e.g. use of voice,
gesture, seating).
 have some awareness of how to develop learners’ ability in speaking, listening,
reading and writing.
 have some skill in designing and managing classroom activities, tasks and
exercises to help develop these four skills.
  be able to present new language items in appropriate contexts and to create
situations for their practice.
 have some skills and techniques for setting up further controlled and freer practice
of language.
 be able to set up interactive activities to encourage students to use language in
lifelike situations.
 be able to think critically, accurately and creatively about your teaching.
 be able to identify your own areas of weakness and have some ideas about how to
continue to develop as a teacher after the course is over.

COURSE REQUIREMENTS

 6 hours observed teaching practice

 6 hours observation of experienced teachers (can include up to 3 hours of video)
 100% attendance of the whole course (80% minimum in exceptional
circumstances such as serious illness or family bereavement).
 Submission of a portfolio of all coursework including all 4 written assignments and
materials related to teaching practice.

Assessment is continuous and integrated and you will be assessed on all 5 syllabus
areas of the course. You will find a copy of the 'Syllabus and Assessment Guidelines'
in the CELTA teaching room.
CELTA regulations require an overall pass in the two components of assessment:
1) Planning and Teaching
2) Classroom-related Written Assignments

Component One: TEACHING PRACTICE

ASSESSMENT OF TEACHING PRACTICE

Among other criteria, you will be expected to demonstrate the following in the course
of your Teaching Practice:

 an awareness and understanding of adult learners, language and language

learning.
 a professionally relevant working knowledge and understanding of English and of
materials for learning/teaching English.
 an ability to plan for parts of lessons and complete lessons within a sequence of
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lessons and to apply the principles of lesson planning to language teaching.

 an ability to teach language in a way which helps develop learner self-awareness
and autonomy, together with an awareness of student needs and interests
 relevant classroom teaching skills e.g. establishing rapport, providing accurate and
appropriate models of language, conveying, clarifying and checking understanding
of the meaning of language and evaluating students’ progress
 a willingness and ability to listen to, learn from and act upon comments made by
tutors, colleagues and students on your abilities and performance, and to work
effectively with colleagues
  an ability to recognise the nature of this course of initial training and understand
the importance of continuing professional development both during the course and
in the future

You will find a more detailed breakdown of the assessment criteria and how they
gradually come into play during the course below and also in your blue CELTA 5
booklet. You should refer to these assessment criteria throughout the course:

TP Assessment at Different Stages of the Course

Week Assessment
 Building rapport
 Teacher Talking Time
 Classroom management
 Making pairs and groups
Week 1  Boardwork
 Using the classroom equipment effectively
 Voice volume and tone
 Language grading
 Eliciting
 Lesson planning
 Staging of the lesson
 Clarifying language – meaning, form, phonology
 Error correction
Week 2
 Concept checking
 Timing and pace
 Materials selection, design and use
 All of the criteria from week 1
 Thoroughly achieving aims
 Seeing the students as individuals
 Teaching the students not the plan
 Lesson flow
Week 3
 Combining stages into a full lesson
 Presenting language in a variety of ways
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 Effective skills lessons

 All of the criteria from weeks 1 & 2
 Authenticity (of task, text and language)
 Combining techniques introduced in earlier weeks
 Awareness of group dynamics and individual
Week 4
personalities
 Showing empathy
 All of the criteria from the previous weeks
TEACHING PRACTICE PREPARATION

You will be involved in Teaching Practice (TP) every day, either teaching or observing.
You will be observed by both tutors during the course. The tutors will also be responsible
for feedback, and helping you with TP preparation.

Careful planning and preparation for your lessons is the key to a successful course. We
will give you ideas and tell you what kind of lesson you have to teach. As the course
progresses, the amount of tutor guidance will be reduced. However, throughout the
course, responsibility for the lesson plan is yours and yours alone.

Liaison within your TP group is essential not only in order to ensure a coherent English
course for the students, but also to benefit from each other’s strengths.

You will work with both tutors on the course – the variety in their styles and viewpoints will
be useful for your learning. You will also teach 2 different groups of students on the
course, at different levels – again giving you a more varied experience.

Assisted Lesson Planning

Assisted lesson planning sessions are conducted on a daily basis (assistance in planning
TP lessons reduces gradually during the course and trainees are expected to plan
independently by the end of the course). Tutors will be available for consultation in these
sessions, but the preparation of the lesson is fully your responsibility. Feel free to
ask your tutor questions during this time about forthcoming TP. Your contributions,
suggestions and ideas are also part of your continuous assessment, and by the end of
the course you will be preparing and planning your lessons independently of the tutors.

You should complete a detailed lesson plan for your tutor prior to each TP from TP1
onwards. Tutors will need the originals of your detailed lesson plans and copies of any
handouts you have prepared for your students. These originals will then be handed back
to you with the tutor’s comments, and must be kept in your Candidate File. You should
also write and submit a self-evaluation sheet for each lesson. This will then be returned to
you, and you must keep it with your lesson plan in your Candidate File.

At home
If you are struggling to keep up with the course work, please tell us. Remember, quality
time is important. If you feel tired - have a break. If you are stuck for ideas - phone the
other trainees. It is important to work together as a team and support each other. Make
sure that you find time to relax as well. Pace yourself and keep everything in perspective
- you will have good and not so good lessons - but it’s important to remember that you will
learn from both. Make sure you know what you are teaching each week, and if in doubt -
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ask us.

TIPS FOR TEACHING PRACTICE

Teaching practice offers you the chance to put into practice what you learn in the input
sessions, and an opportunity to experiment with a variety of approaches, techniques and
teaching styles.

There is no single way of presenting a lesson (although your tutors may suggest ways of
making your particular approach more effective). There are, however, a number of
pointers that should make teaching practice easier, more pleasurable and more
productive for you, the students and your colleagues.

The students:
 Get to know their names and use them – build a positive rapport with all the
students.
 Maintain eye-contact with the students and involve everyone equally.
 Seat the students so that they can all see and hear one another. Experiment with
the space and organise the room to suit your activities.
 Involve and engage the students by making your lessons interesting for them.
Make sure you maximise student talking time and that you yourself don't
monopolise the opportunities for speaking.

Yourself:
 Be organised, have your materials ready, don’t leave things to the last minute.
 Arrive early - greet your students.
 Smile, try to relax, and experiment with your physical presence - stand, squat, sit –
but don’t sit down for the whole lesson.
 Find a classroom voice that is audible but not deafening (you don’t need to shout!).
Speak at a natural, comfortable speed. Think of grading your language to the
students’ level - and if they haven’t understood, then rephrase and simplify. Speak
to all the students - try not to fixate on one in particular.
 Lay out boardwork clearly and legibly. Plan the layout of your boardwork in your
lesson plan. Don’t write in capitals only. Find a midway point between too big and
too small. There are interactive whiteboards (IWBs) which operate using
ActiveInspire software in all the classrooms. If you don’t feel comfortable using an
IWB, there is also a conventional whiteboard available in your classrooms.
 Be clear about your aims – be specific about what your students are going to learn
in the lesson –and then do your best to achieve them.
 Don’t run over time – you would be in danger of eating into someone else’s lesson
time if you did so. Remember, students don’t know what you’ve planned, so it’s
better to stop at an appropriate point rather than begin something that you can’t do
within the allocated observation time.

When not teaching:

 You will observe your colleague’s teaching – your tutor will give you observation
tasks to complete. These will be useful when you write assignment 4 (Lessons
from the Classroom).
 Sit at the back of the room behind the students.
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 Observe your colleagues and think of feedback that would help them.
 Avoid talking to students or colleagues during someone else’s lesson.
 Avoid behaviour that might be interpreted by the teacher (or students) as some
form of comment on the lesson.
 Don’t comment to the students on your colleagues’ lessons.
 Be prepared to discuss each other’s lessons at the end of each teaching session.
 Do not use your phone while observing – remember observation is part of the
coursework and is a very useful way of developing yourself.

Think of teaching practice as a LEARNING experience. Not just a TESTING one!

Relax – experiment – have fun!
PHOTOCOPYING & COMPUTING FACILTITIES

You will have access to photocopiers, printers, scanners and computers with internet
connections. There are IWB computers (with internet connections) in all the
classrooms as well. All the school’s computers are networked so folders can be
accessed from any computer in the school. Trainees are expected to share the
computers in the training room – there are 7 computers for use by the 12 trainees.
There is also an IWB in the training room.
Trainees may bring their laptops with them to school; however, there is no Wi-Fi
provided by the school (internet access is through the computers in the training room
and all IWBs in the classrooms are connected to the internet).
It is important that all trainees have access to a computer/laptop in their
accommodation throughout the course – trainees are expected to do homework
in the evenings and at the weekends.

You will often need photocopies of material for TP. Please note copyright regulations,
and if you photocopy from any published material, you must cite the source on all the
photocopies (e.g. “Cunningham and Moor: Cutting Edge Pre-Int, Longman 2001”)

You are responsible for the photocopying for your own lessons. The photocopier is
available for your use. Do not leave photocopying till the last minute – be organised
and have all your material ready well in advance of your lesson.
There is no limit set on the numbers of copies, but if the tutors think that your use is
not useful for the class, they will ask you to reduce your photocopies – try to conserve
paper and use double-sided handouts when possible.

Component Two: CLASSROOM-RELATED WRITTEN ASSIGNMENTS

ASSESSMENT OF WRITTEN WORK

During your course you will be asked to produce 4 written assignments, each of a very
practical nature. Although compared to the TP they are of a lesser weight when making
the final assessment of your performance on the course, they do need to be of an
acceptable standard (meeting the assessment criteria).

 Candidates who fail more than one assignment are not eligible for a Pass
overall.
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 Any assignment which does not meet the specified criteria may be
resubmitted but on one occasion only. You are not allowed to resubmit any
Fail assignments.

 Candidates who fail a single assignment are not eligible for a Pass A.

The assessment criteria for the written assignments include the following:
 The content and register should be appropriate to the topic and fulfil the task set,
paying attention to the word limit.
 Each assignment should be clearly written or word-processed and include all
relevant documentation.
  The assignments should be logically organised, and free from spelling,
punctuation and grammatical errors.
 For each assignment you are given a deadline for submission.

 It is not acceptable to submit assignments late.

 If you really need to submit your work late, you must ask before the
deadline. Requests for extensions on the day of the deadline will be
refused.

 Please note that candidates who submit assignments late (after the
deadline) forfeit the right to resubmit their assignment if it does not
meet the specified criteria on first draft.

OUTLINE OF WRITTEN ASSIGNMENTS

Assignment 1
Focus on the Learner
Successful candidates show evidence of having gained an insight into students as both
individuals and as language learners, and an ability to assess a student's language level
and language learning problems through a case study.

Assignment 2
Language related tasks
Successful candidates show evidence of an understanding and use of basic ELT
terminology relating to form, meaning, phonology, language use, and the ability to
analyse language for teaching purposes.

Assignment 3
Language skills related tasks
Successful candidates show evidence of an awareness of and the ability to use correct
terminology that relates to language skills and sub-skills, relating task design to language
skills practice, finding, selecting and referencing information from one or more sources.

Assignment 4
Lessons from the Classroom
Successful candidates demonstrate the ability to analyse their teaching strengths and to
plan how they could improve upon their areas of weakness. You will be using evidence
from your own teaching during this course, as well as providing examples from your
observations of experienced teachers and your colleagues in your TP group.
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TUTORIALS
 After you have started TP, there will be the opportunity for a written review of your
progress in Stage 1 Tutorial.

 Around the mid-point of the course, there will be a full Stage 2 tutorial with your
tutor. (see CELTA 5 – pages 14-19)

 There may be a Stage 3 tutorial towards the end of the course so that everyone is
clear about their progress, particularly those trainees whose performance is
 between grades. It will be made clear what they can do to improve their final
grade.

OBSERVATIONS OF EXPERIENCED TEACHERS

An essential part of the course is the 6 hours of observation of experienced teachers.
These lesson observations depend on the goodwill of the teachers you are observing.
 Arrive BEFORE the lesson begins.
 Ask the teacher where they would like you to sit.
 Don’t disrupt the class in any way.
 Observe actively and do not talk to fellow trainees or students in the class
unless invited to do so by the teacher.
 Use the tasks in your observation booklet (in your personal file) to help you
make the most of your observations. You will need these notes for Assignment
4 (Lessons from the Classroom).
 Some of these classes may be video recordings, to provide a range of lessons
for observation.

ASSESSMENT AND GRADING

The certificate is awarded to those who have satisfactorily fulfilled all the requirements of
the scheme.
Acceptance onto the course does not guarantee you will pass the course. It does mean
that you are considered to have the potential to achieve a Pass grade at CELTA.

All the following areas contribute to your assessment:

 Attendance record and punctuality

 Lesson preparation
 Lesson execution
 Classroom performance/manner
 Participation in and response to feedback and input sessions
 Understanding and application of content from input sessions, as shown in TP
and written assignments
 Presentation of lesson plans and written assignments
 General attitude to the course
 General professionalism - demonstrated by the ability to:
a) Assess your strengths and development needs
b) Listen to and work with tutors and colleagues
c) Liaise with TP group, act supportively and in co-operation as well as
work independently
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d) Meet deadlines
e) Help colleagues by observing and commenting constructively on their TP.
 Indications of continued development
All these areas will decide whether you pass or fail. Having said this, we should add that
our Centre's success rate is usually very high.

The following may help you to understand the overall grading system – detailed
CELTA performance descriptors can be found in the CELTA 5 booklet:

**Pass: Candidates’ planning and teaching show satisfactory understanding of English

language learning and teaching processes at CELTA level.
Pass B: Candidates’ planning and teaching show good understanding of English
language learning and teaching processes at CELTA level.

Pass A: Candidates planning and teaching show excellent understanding of English

language learning and teaching processes at CELTA level

Fail: candidates’ performance does not match all of the Pass descriptors.

** Please remember that a Pass grade (as opposed to a 'B' or 'A') shows that you have
met sufficient course criteria and can be awarded a Pass. Some trainees view the award
of this grade with disappointment or even with a sense of failure. However, results
published by ‘Cambridge Assessment English’ show in fact that the majority of
candidates are awarded a Pass grade and are readily employable throughout the
world.

THE ASSESSMENT VISIT

Assessor: Towards the end of the course a CELTA course assessor will visit the centre.
This is a routine standardisation procedure by ‘Cambridge Assessment English’ for every
CELTA course anywhere in the world. The assessor ensures that the required high
standard is delivered at all CELTA Centres. The assessor will speak to you as a group,
and this is your opportunity to give feedback on the course.

COMPLAINTS PROCEDURES

There is an explanation of the complaints procedure in the CELTA 5 booklet. Trainees

are always asked to confer with the Centre about any concerns they may have before
contacting ‘Cambridge Assessment English’.

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USEFUL BOOKS FOR THE CELTA COURSE

Alexander, L G (1988) Longman English Grammar (Longman)

Allsop, J (1983) Student English Grammar (Cassell)
Bolitho R and Tomlinson B (1980) Discover English (Heinemann)
Byrne D (1979) Teaching Oral English (Longman)
Byrne D (1976) Teaching Writing Skills (Longman)
Gairns R & Redman S (1986) Working With Words (CUP)
Gower R and Walters S (1983) Teaching Practice Handbook (Heinemann)
Hadfield J (1984) Elementary Communication Games (Nelson)
Harmer J (1983) The Practice of English Language Teaching (Longman)
Haycraft J (1978) An Introduction to English Language Teaching (Longman)
Holden S (1978) Visual Aids for Classroom Interaction (MEP)
Kenworthy J (1987) Teaching English Pronunciation (Longman)
Klippel F (1984) Keep Talking (CUP)
Leech G & Svartik J (1978) A Communicative Grammar of English (Longman)
Lewis M (1986) The English Verb (LTP)
Maley A & Duff A (1983) Drama Techniques in Language Learning (CUP)
Matthews A et al (1985) At the Chalk Face (Arnold)
Mugglestone P (1982) Teaching Reading Skills in a Foreign Language (Heinemann)
Nutall C (1982) Teaching Reading Skills in a Foreign Language (Heinemann)
Revell J (1979) Teaching Techniques for Communicative English (Macmillan)
Scrivener J (1994) Learning Teaching (Macmillan)
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Swan M (1980) Practical English Usage (OUP)

Ur P (1981) Discussions that Work (CUP)
Ur P (1984) Teaching Listening Comprehension (CUP)
Volumes in the Longman Keys to Language Teaching series
Wright A (1976) Visual Materials for the Language Teacher (Longman)
Wright A et al (1984) Games for Language Teaching (CUP)