Cambridge

CELTA COURSE
International House Mexico
PRE COURSE STUDY TAS
Welcome to the Pre Course Study Task.
The aim of this task is to prepare you for the CELTA course at International House Meico. The task
should take you !et"een #$ and #% hours to complete. &ou do not ha'e to hand it in for correction !ut
!rin( it "ith you as "e may make use of it durin( the course.
Contents
Part A! T"e Course
#$ S%llabus
&$ no'ledge and S(ill
)$ *"at ma(es for success+ul
teac"ing,
-$ E.aluation
/$ Sel+ e.aluation
0$ Your idea o+ %oursel+ as a
teac"er
1$ *or(ing in grou2s
3$ Stress
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Part 4! 5anguage A'areness
#$ T"e language 'e teac"
&$ Terminolog%
)$ T"e 6erb
-$ S%llabuses
/$ Error Anal%sis
0$ T"e 2resent
1$ 7uestion +orms
3$ T"e 2ast
8$ Per+ect as2ect
#9$ T"e +uture
##$ Modalit%
#&$ Conditionals
#)$ P"onolog%
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Part C! Met"odolog%
#$ Classroom management
&$ Teac"ing .ocabular%
)$ Teac"ing grammar
-$ :rammar 2ractice
/$ 5istening
0$ Reading
1$ Testing
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e% to Part 4
Post;course reading list
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Copyri(ht International House Meico
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1
Part A! T"e Course
In this section of the Pre+Course Task, you "ill !e asked to consider the content of the
course, the "ay it is e'aluated, and "ays of copin( "ith the course
in order to (et the most out of it.
#. S%llabus Here is the description of the content of the CELTA course as outlined !y the -ni'ersity of Cam!rid(e
Local Eaminations Syndicate.
-nder "hich of these topic areas "ould you epect to deal "ith
a/ the effecti'e or(anisation of the classroom0
!/ different learnin( styles0
c/ the practical si(nificance of similarities and differences !et"een lan(ua(es0
d/ the principles of plannin( for effecti'e teachin(0
e/ self+assessment. understandin( "eaknesses and de'elopin( stren(ths0
f/ commercially produced ELT materials0
1. no'ledge and s(ill
2otice that the content of the sylla!us is di'ided into t"o areas.
#. kno"led(e, a"areness, understandin(
1. skills
Think of another learnin( eperience you ha'e had + e.(. learnin( to dri'e. learnin( to operate a "ord processor3
learnin( to play a (ame3 learnin( to speak a forei(n lan(ua(e... etc
What parts of the learnin( eperience constituted learnin( 4kno"led(e4, and "hat part in'ol'ed ac5uirin( specific
skills0 Make t"o lists.
Ho" did you learn these different thin(s0 E.(. !y readin(, !ein( told, "atchin( someone, doin( it yourself..
Was your learnin( of each of the a!o'e items successful0 Ho" do you kno"0 E.(. "ere you tested0 If so, ho"0
What implications mi(ht this eperience ha'e on learnin( the skill of teachin( E6L0 i.e. ho" do you think you
"ill learn !est0 and ho" "ill your success !e e'aluated0
7. *"at ma(es +or success+ul teac"ing,
An o!'ious ans"er mi(ht !e. successful learnin(. Ho"e'er, lan(ua(e learnin( is notoriously difficult to e'aluate,
2
The Certificate course pro(ramme is desi(ned to ena!le candidates to.
#. 8e'elop an a"areness of lan(ua(e and a kno"led(e of the description of En(lish and apply
these in their professional practice3
1. 8e'elop an initial understandin( of the contets "ithin "hich adults learn En(lish, their
moti'ations and the roles of the teacher and learner3
7. 8e'elop familiarity "ith the principles and practice of effecti'e teachin( to adult learners of
En(lish3
9. 8e'elop !asic skills for teachin( adults in the lan(ua(e classroom3
%. 8e'elop familiarity "ith appropriate resources and materials for use "ith adult learners of
En(lish for teachin(, testin( and for reference3
6. Identify opportunities for their o"n future de'elopment as professionals in this field.
Learning ______________________ involved learning
The awareness of:
The ability to:
especially in the short+term. A lot of learnin( seems to take place co'ertly, out of si(ht, and in "ays that often seem
to !ear little direct relation to teachin(. 2e'ertheless, the eperience of teachin( and of learnin( lan(ua(es has !een
(oin( on lon( enou(h to su((est that there are certain thin(s teachers can do, or certain "ays of !eha'in( in
classrooms, "hich are conduci'e to learnin(.
6rom your o"n eperience, list at least : "ays in "hich teachers facilitate lan(ua(e learnin(.
#. 1.
7. 9.
%. :.
9. E.aluation
The follo"in( are the success criteria for the CELTA, as detailed !y -CLES.
Here is an example of a report issued for a candidate who completed a CELTA course. Can you
identify any references to the pass criteria on the previous pae! "hich criteria seem to #e hih
priorities to the report writer!
$
;y the end of the : hours teachin( practice successful candidates, at pass le'el, should sho" con'incin(ly and consistently
that they can.
Plan for the effecti'e teachin( of adult learners !y.
+ identifyin( appropriate learnin( outcomes
- selectin( and<or desi(nin( tasks and acti'ities appropriate for the learners, for the sta(e of the lesson and the o'erall
lesson o!=ecti'es
- selectin( and makin( appropriate use of a ran(e of materials and resources
- adaptin( materials for use "ith a particular (roup
- presentin( materials for classroom use "ith a professional appearance and "ith re(ard to copyri(ht re5uirements
- anticipatin( potential difficulties "ith lan(ua(e and tasks
8emonstrate classroom teachin( skills !y.
- esta!lishin( rapport and de'elopin( moti'ation
- ad=ustin( their o"n lan(ua(e to meet the le'el and needs of the learners
- (i'in( clear instructions
- pro'idin( accurate and appropriate models of lan(ua(e
- focusin( on appropriate specific lan(ua(e and<or skills
- con'eyin( the meanin( of ne" lan(ua(e "ith clear and appropriate contet
- checkin( students> understandin( of the ne" lan(ua(e
- clarifyin( forms of lan(ua(e
- identifyin( errors and sensiti'ely correctin( students> oral lan(ua(e
- identifyin( errors and sensiti'ely correctin( students> "ritten lan(ua(e
- monitorin( and e'aluatin( students> pro(ress
8emonstrate an a"areness of teachin( and learnin( processes !y.
- teachin( a class "ith sensiti'ity to the needs, interests and !ack(round of the (roup
- or(anisin( the classroom to suit the learners and<or the acti'ity
- settin( up and mana(in( pair, (roup, indi'idual and plenary "ork
- adoptin( a teachin( role appropriate to the sta(e of the lesson and the teachin( contet
- teachin in a way which helps the learner to develop self%awareness and autonomy
%. Sel+ e.aluation. To assist you in takin( responsi!ility for your o"n de'elopment as a teacher you "ill !e asked to
e'aluate your o"n teachin( !oth orally in feed!ack and in "ritin( after each lesson you teach.
Compare these t"o eamples of teachers> self+e'aluation. Which teacher seems !etter a!le to monitor their pro(ress
and de'elopment0 What features of the e'aluation su((est this0
&
Cambridge CELTA Course: 10th March - 7th April 200_
Course Report: ?.A.
?. "as a keen and hard"orkin( mem!er of the course, participatin( in discussions and teachin( practice
feed!ack sessions, and producin( "ritten "ork of a 5uality to su((est a sound (rasp of the !asic principles of
lan(ua(e teachin( and of lan(ua(e analysis.
In her teachin( practice classes she had a pleasant, relaed teachin( manner, and she esta!lished a (ood
"orkin( rapport "ith her students. She learned to assert herself more forcefully, after initial difficulties in
capturin( the attention of the learners and in delineatin( the separate sta(es of her lessons. She ne'er
completely o'ercame a tendency to complicate her classroom lan(ua(e unnecessarily, "hich often contri!uted
to a (eneral slo"in( of the pace of her lessons. ;ut she "as a!le to set up effecti'e interacti'e acti'ities and she
pro'ided her students "ith fre5uent opportunities to contri!ute to her classes.
?. planned interestin( lessons, incorporatin( ori(inal ideas, and she demonstrated a !asic (rasp of the
principles underlyin( lesson desi(n, includin( sta(in( and cohesion. Her lan(ua(e presentations sometimes
suffered !ecause of insufficient understandin(, on her part, of the tar(et lan(ua(e area, and she needs to "ork
at (i'in( clearer models of ne" lan(ua(e items, as "ell as insistin(, durin( controlled practice acti'ities, on
hi(h standards of accuracy. Her freer practice acti'ities "ere (enerally "ell de'ised and she demonstrated the
a!ility to foster recepti'e skills de'elopment throu(h the settin( of appropriate tasks.
?. "as a supporti'e mem!er of her (roup, and she responded 'ery positi'ely to criticism and ad'ice. She "as
also an etremely percepti'e =ud(e of her o"n lessons, and this capacity to reflect, e'aluate and impro'e,
su((ests that she should de'elop into a 'ery effecti'e teacher of E6L.
Tuesda% <*ee( &=
#/ Conducted (rammar eercise to distin(uish !et"een contracted forms of has and is and (eniti'e s.
1/ @a'e students readin( eercise follo"ed !y fill+in+the+!lank task !ased on kno"led(e from first
para(raph.
7/ Had students split into 1 teams to conduct freer practice of dayAs lan(ua(e in 1$ 5uestions (ame.
*ednesda% <*ee( &=
Had students "rite !rief history of their past li'es in simple past tense. While checkin( their "ork I noticed
some students "ere still ha'in( trou!le "ith irre(ular 'er!s or "ere referrin( to 'er! charts. 6urther practice
"ith irre(ular 'er!s mi(ht !e appropriate.
In a fe" cases I found I "as a!le to correct studentsA mistakes !ut "as una!le to eplain the correction until I
thou(ht a!out it a"hile.
:. Your idea o+ %oursel+ as a teac"er
&ou may already ha'e an idea of yourself as a teacher + an 4ima(e4, if you like + and this is likely to influence the
de(ree to "hich you accept or re=ect the approach to teachin( presented on the course. It may !e "orth tryin( to tap
that ima(e. Try this task.
If you ha'e an opportunity, compare your ans"ers "ith a collea(ue. 8o your ans"ers su((est that you ha'e a clearly
formulated ima(e of yourself as a teacher0 Where do you think this ima(e comes from0 6or eample, do you think
your ima(e has !een influenced !y a teacher or teachers from your pre'ious schoolin(0
B. *or(ing in grou2s
'
*ednesda% <*ee( &=
Presentin( 1nd conditional.
The day I "as s"allo"ed !y Cor s"allo"edD/ the !lack!oard. I spent more time tryin( to eplain I6 E
PAST TE2SE, WF-L8 E I26I2ITIGE on the !lack!oard than I "ouldA'e liked. Fnce I (ot past the
!oard, I (ot them usin( the structure in all sorts of "ays, and they came up "ith a lot of their o"n
sentences<ideas. I think I e'entually achie'ed my aim, as !y the end of the class they "ere successfully
usin( it, and understood "hen to use it. Fne of the thin(s that happened "as encounterin( !lank faces
+ "hat I shouldA'e done then "as to check to see if they had understood, !ut instead "ent on
eplainin( more + "hen I finally stopped and did an eercise "hich ser'ed to check their
comprehension<pronunciation, they did alri(ht. And so, the lesson of not tryin( to EHPLAI2, !ut to
start -SI2@ the lan(ua(e as soon as possi!le.
In (eneral, it "as my first time presentin( a 4(rammatical structure4, and I felt some"hat
uncomforta!le "ith it, not kno"in( ho" much attention to (i'e the form. After"ards Cand durin(/ I
felt I shouldA'e done less presentin(, as they seemed to ha'e some familiarity "ith the concept and
structure, and more practice.
To "hat etent do you a(ree<disa(ree "ith these statements0 C$ I stron(ly disa(ree3 % I stron(ly a(ree/
a. It is the teacherAs =o! to teach the learners. $ # 1 7 9 %
!. It is the teacherAs =o! to encoura(e learners
to take responsi!ility for their o"n learnin(. $ # 1 7 9 %
c. The teacherAs main =o! is to eplain<clarify the
rules of the lan(ua(e. $ # 1 7 9 %
d. The teacherAs main =o! is to (et the students
communicatin( "ith each other. $ # 1 7 9 %
e. The teacher should !e an authority in his<her su!=ect. $ # 1 7 9 %
f. The teacher should eercise authority in the classroom. $ # 1 7 9 %
(. The teacher should make lan(ua(e learnin( a challen(e.$ # 1 7 9 %
h. The teacher should make lan(ua(e learnin( fun. $ # 1 7 9 %
i. The teacher should try to influence the learnersA
'ie"s, tastes, !eliefs, etc. $ # 1 7 9 %
=. The teacher should !e open and honest "ith his<her students. $ # 1 7 9 %
k. The teacher should maintain a certain distance
from his<her students. $ # 1 7 9 %
l. The teacher should dress and act casually in the classroom. $ # 1 7 9 %
m. The teacher should !e respected !y his<her students. $ # 1 7 9 %
Much of the course + especially Teachin( Practice preparation + "ill in'ol'e "orkin( in (roups. Here is some ad'ice
to consider.
What do you think the "riters mean "hen they say. 4!ein( a"are of the effect lan(ua(e can ha'e and !ein( a!le to
offer non+deterrin( criticism are part of your =o! as a teacher40
*. Stress. Many people eperience some stress durin( the course. Here are some comments made !y e+trainees.
There are a num!er of possi!le causes for 4Cert course stress4.
#. time pressure + there is not much time to reflect and to let thin(s settle (ently into place3
1. !ein( o!ser'ed + TP is a 'ery pu!lic eperience, and e'en if youAre used to standin( up in front of (roups, it
can still !e rather unner'in(3
7. !ein( criticised + you may feel that your tutors or your peers are unnecessarily hard on you3
9. !ein( e'aluated + !ecause your pro(ress is !ein( continuously assessed, you may feel that unrealistic
demands are !ein( made to al"ays do your !est3
%. 4de+skillin(4 + if you ha'e tau(ht !efore you may find that the 4unlearnin(4 of old ha!its is threatenin(,
especially since you may ha'e to (et "orse in order to (et !etter3
:. "orkin( in (roups + this is not al"ays s"eetness and li(ht, and you may feel that the pressure to
compromise threatens your o"n personal o!=ecti'es3
B. fati(ue + the days are lon(, TP is enner'atin(, and plannin( may take you "ay into the ni(ht3
*. culture shock + if you are ne" to the country, you may eperience some pro!lems ad=ustin( to the different
life+style, food, etc.
"hat should you do if you are experiencin stress!
#. Talk to your tutor + tutors are eperienced in dealin( "ith trainees in your situation3 you should arran(e a
5uiet chat as soon as possi!le.
1. Talk to your collea(ues + you may find that you are not alone, and that !ein( a!le to share and e'en =oke
6
As "ell as (i'in( support, other trainees can !e an etremely useful resource. &ou can (i'e one
another ideas and information a!out lan(ua(e, resources and a!out students.
If you are asked to (i'e feed!ack on other trainees> lessons, try to do so tactfully. h! o" earth
did"#t !ou sho$ e%er!o"e the picture& is likely to pro'oke a defensi'e reaction, "hereas ' do"#t
thi"( e%er!o"e could see it is likely to !e more helpful. Try to descri!e "hat you o!ser'ed rather
than makin( 'alue =ud(ements. Also, althou(h you "ill "ant to !e supporti'e, it can !e =ust as
unhelpful to o'erpraise a lesson as to !e o'erly critical. Jemem!er. !ein( a"are of the effect
lan(ua(e can ha'e and !ein( a!le to offer non+deterrin( criticism are part of your =o! as a teacher.
()ower* +hillips and "alters* Teaching Practice Handbook Heinemann* 1,,'*
p.' - ./
ItAs the time element ... I find thereAs =ust not enou(h time to stop and think ...
The pressure, particularly of teachin( practice, "as 'ery hea'y...
E'eryone "as 'ery intimidated !y TP and "orryin( a!out that all the time..
Kfrom Leremy Harmer 4S"in(in( in from a chandelier4 in E)ploratio"s i" Teacher Trai"i"g edited !y
Tony 8uff, Lon(man #)**M
a!out your situation is a relief.
7. Eat and sleep + !urnin( the candle at !oth ends may =eopardise your chances of passin( the course. And all+
ni(ht plannin( sessions are counterproducti'e. Jemem!er that there is more to teachin( than plannin( + the
a!ility to respond 5uickly to the rapidly chan(in( and unpredicta!le nature of classroom e'ents has a lot to
do "ith !ein( a"ake and alert.
9. @et some eercise + try not to stay cooped up in the !uildin( all day. A !risk "alk can help clear the head.
%. -se the "eekends to rela, (et a chan(e of air, do some si(htseein( etc. Try to keep at least one full day free
to pursue your o"n interests.
Here are some more comments collected !y Harmer Cop*cit*+, su((estin( "ays in "hich trainees coped "ith the
pressure.
.
;ecause youAre under some kind of pressure it does spur you on + a lot of it is to do "ith that, I think, so it has
a positi'e side to it as "ell.
I learnt a!out pressure, en=oyment, and learnin( ... people can take a lot of pressure if itAs deli'ered in an
en=oya!le "ay, a re"ardin( "ay and you feel you are learnin(. Then I think people can take enormous
pressure and I think those are the elements that I think IA'e still (ot left in my teachin( ... to try and in=ect
ener(y into the students to take pressure3 to try and make it en=oya!le and to pro'e to them that learnin( is
takin( place.
I "ant to =ust limit my hours of doin( it e'en if it means a sli(htly "orse result for me on the course, !ecause
you kno" last "eek and some of this "eek I "as =ust "orkin( day and ni(ht and it ne'er "ent out of my head
and I found that the result I "as (ettin( in TP didnAt really "arrant it. So I thou(ht IAll clock in at * and IAll
clock off at : and if I do "ell, (reat, and if I donAt do "ell I "onAt !e in permanent stress.
I "as li'in( in a s5uat in 6ins!ury Park "ith some friends ... they kind of took the pressure off. IAd come
home and theyAd help me create dialo(ues and theyAd sit around "ith a !ottle of "hisky and dra" the
appropriate 'isual aids.