International House Teacher Training Dept.

CELTA
Cambridge ESOL Certificate in English Language Teaching to Adults

Trainee Handbook

Contents
General Information

Record Keeping and Filing

Guidelines for Teaching Practice

Teaching Practice Grid

Immediate evaluation sheet

Summary of TP Administration

Language Analysis Sheets

10

Guidelines for Observations

12

Generic observation task

13

Guidelines for the Assessed Written Assignments

14

Personal objectives assignment

15

Assessed written assignments

16

Syllabus and Assessment criteria

23

Online reading

26

Handbook quiz

27

Mid course Evaluation

28

Teaching practice observation tasks

29

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CELTA Handbook

General Information
Course times
The intensive course takes place every day from approximately 09.00 to 17.00, and the semiintensive from approximately 09.00 to 17.00 on Tuesdays and Fridays, at International House /
Accademia Britannica, Viale Manzoni 22, 00185 Rome. Please refer to your course timetable for a
detailed overview of each day.
Telephone
The school telephone number, to be used in emergencies only, is 0670476894. The school
administration is unable to take or pass on personal messages.
Fax and e-mail
The school is able to accept incoming faxes and e-mails. The direct fax number to the school is
0670497842. The e-mail address is: t.training@ihromamz.it
Course Staff
The teacher trainers at this institute are: Norman Cain, Elizabeth Duncan, Rebecca Haag,
Margaret Horrigan, Giovanni Licata, Ian Nuttall and Deborah Whitworth.
The Administrative staff are: Diana Cappelloni, Claudia Battistini and Chiara Persi Del Marmo
(See them for any questions concerning payment for the course)
The School Director is Norman Cain
The Assistant Director is Joanna Glaiser
The Director of Teacher Training is Margaret Horrigan
The School Caretaker is Giancarlo Bevilacqua
School opening and closing times
The school is open from 8.30 Monday to Friday and from 9.30 to 12.30 most Saturdays. Please
check for exact dates. You are welcome to come in to prepare for teaching from that time. Classes
may already have started in some of the training rooms. The school office is open from 09.00 to
13.00 and 15.00 to 19.30 every day except Friday, when afternoon opening hours are 16.00 to 19.00.
Rooms
Please remember to leave the rooms as you would expect to find them and ensure that you remove
all your belongings. Should you forget something, please DO NOT interrupt a lesson in progress.
Equipment
Each room is equipped with a whiteboard and tape recorder (OHPs are also available for use on
request, as are portable CD players and video/DVD players). The equipment is checked regularly
but you are advised nevertheless to check it before your lesson. Please report any problems to the
tutors or to the school office and ensure that you use aids carefully. There are some computers
available for your use, but please bear in mind that hand written lesson plans are perfectly
acceptable.
Stationery and materials
The following items are provided, but may be in short supply and have been known to go missing!
It is worth having your own supply.
DRY WIPE board markers (Please ensure that they are dry-wipe!)
Scissors
Glue
Blu tac
Card
Coloured pens.
The CELTA Library

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CELTA Handbook

The library contains recommended reading for the course as well as reference books and a selection
of teaching materials. Books may be borrowed for a maximum of two course days. Please obtain
a library card (pay 30 deposit and keep the receipt for your refund) for access to these materials
or any books that you borrow. Opening times are displayed around the school and the recommended
system is a maximum of 2 books for 2 days.
The Ih Manzoni CELTA Wiki
In order to provide all participants with access to material online we have created a wiki. Here you
will find supplementary reading material for all your assignments and many other useful adjuncts.
The address is http://celta.wikispaces.com; please take full advantage of this service! Your tutors
will inform you when to do the online tasks. Please take time to read the documents on the ACTION
POINTS page before and/or after relevant seminars to enhance your learning.
Photocopying
Each course participant is provided with a personal ID code to make up to 250 photocopies for
teaching practice and course related matters. Photocopies from published materials must be
fully acknowledged. Please try to use the copier sparingly, bearing in mind its environmental
impact. If you do need to go over the 250 copy limit, your card can be recharged at a cost of 30
per 100 copies.
Refreshments
Tea and coffee making facilities are available in the teacher trainees room.
Lunch break
You have between 45 minutes to 1 hour 15 minutes for lunch: please check the exact times on your
course timetable. You are welcome to bring a packed lunch to eat at the school. Please make sure
you leave the classrooms tidy, however, with no potentially smelly food remains left in the classroom
waste bins. If you want to eat outside, there are bars nearby, a pizzeria, a Chinese restaurant and a
small garden in Piazza Dante near the post office near the school.
First Aid
There is a first aid box in the school office.
Emergencies
The emergency services can be contacted by telephone at 113.
Please check the emergency procedure list in all classrooms.
Smoking
Smoking is not allowed anywhere on the school premises. If you smoke outside, please do not drop
cigarette ends in front of the building.
Other Candidates
During the course you will be working with other candidates who are also following the Cambridge
ESOL CELTA course. Remember you are working as a team and that co-operation and support are
an essential part of the overall success of this, or any, course, and of the teaching profession in
general. There may also be candidates in the school who are following other training courses at the
same time as yours (parallel CELTA, DELTA or CELTYL), and who need to use the same facilities.
Computers
All our computers are connected to the internet. In your personal study room there are printers, some
of which are WiFi. Please be gentle with all hardware as many hands make for problems regarding
IT and repairs are a slow process in Italy. Please remember to save all your work to a pen drive or
email your work to yourself regularly as the computers are cleaned frequently.

Record Keeping and filing

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CELTA Handbook

It is your responsibility to maintain two files.

Personal File
Keep all your own notes from seminars and reading in this. It is your PRIVATE FILE, for your own
use, and will not be assessed by the tutors or the external assessor. Organise it so you can retrieve
information from input sessions easily.
Assessment File (Portfolio)
You must keep everything that will form part of your assessment in this file . It will be viewed by the
course tutors and used for assessment purposes. At the end of the course the contents must be
returned to the school, and will be retained by us for one year. You are therefore advised to keep
your own copies of everything.
The centre will lend you a course file for this purpose. It is divided into separate sections. Keep the
following in it:

Your copy of the official course record booklet CELTA 5 (see below).

Your lesson plans, filed together with your tutors written feedback and your personal evaluation
of your own lesson.

All your marked written assignments with the tutor feedback sheets.
This file must not leave the school. It must be stored in the appropriate place and remains
the property of the centre during and after the course

If you wish, you may have the contents of your course file back within 12 months from the end of
your course. To do so, you should contact and inform the Director of Teacher Training, Margaret
Horrigan, at least two weeks before the twelve month period is up.
The Course Booklet
This is the official candidate record booklet. It contains a record of:
Your attendance on the course
Your assessed teaching practice
Written assignments
Progress reports and tutorial records.
The course booklet should be kept up to date at every stage of the course and requires the signature
of your TP tutor after each assessed teaching practice.
Dress code for trainees
Clean, combed hair
Clean hands / nails
Clean, ironed clothes
Clean shoes, no beach flip-flops
Closed shoes in the colder seasons,
smart sandals in the warmer season or
trainers
No body odour, use deodorants
Fresh breath

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CELTA Handbook

No sports clothes (no hoodies or sweatpants)

Jeans must be smart (no rips/ holes)
No underwear on show
No very low hipsters
No short belly tops or low necklines
No shorts or miniskirts
No spaghetti string tops

Guidelines for Teaching Practice

You are required to complete a total of 6 hours (360 minutes) of assessed teaching at a minimum of
two different levels. The school organises two or more classes of students who come to school for
lessons on each day of the course.
Organisation
The CELTA course participants are divided into teaching practice groups. Each group works with a
TP tutor who evaluates the lessons that are taught. Usually, each lesson lasts for 120 minutes, but
you will only teach for a part of that time and your peers will teach for the remaining time. We call
this a TP slot. The aim is to give you practice in teaching at different stages of a lesson. When you
are not teaching you will be observing your colleagues. As you gain experience the teaching practice
slot could become longer.
Teaching practice minutes
The Course Director organises the teaching practice minutes for the course, so you will know how
long you are teaching for, and on which days. A copy of the timings is enclosed in this handbook.
Setting up for TP
You will set up for each teaching practice under the guidance of a tutor. This is timetabled into the
course programme. This is when you will make decisions about what the aims of the lesson are and
what to teach in each slot. You will then produce a lesson plan for your slot before teaching it. As
the course progresses and you gain more experience the tutors will expect you to make more of the
decisions about the lesson. Templates for lesson plans are provided.
Teaching practice materials
Each group will initially work with course materials selected by the tutors. The school provides you
with the materials you need for teaching, though you may also choose to design your own materials
for teaching purposes. You must return all books and material at the end of the course, so plea se
do not write in them.
Feedback
Feedback takes place after each lesson. This is where we look at the strengths and weaknesses of
the lesson and think about the implications of these for future teaching. The first stage of feedback
is oral feedback and involves the whole TP group. Later, you will receive written feedback from the
tutor on your own TP slot, indicating whether the lesson was at pass standard or below standard for
that particular stage of the course.
The aim of feedback is to help you develop as a teacher and must be as objective and supportive
as possible.
Self-evaluation
After you have finished teaching your slot, fill in the TP evaluation sheet. This can be referred to
during oral feedback.
Teaching Practice Grid
On the next page you will find a grid that you and the other members of your teaching group should
complete to help you keep track of the type of lessons you have taught. The grid should show that
you are covering a range of systems and skills in your lessons. Your tutor may refer to it during your
tutorial.

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CELTA Handbook

International House
Teacher Training Rome
NAME

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Cambridge ESOL Examinations

CELTA
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Other

International House
Teacher Training
Rome

Cambridge ESOL Examinations

CELTA

Teaching Practice Self-evaluation

TP Day 1
1. Divide the target below into 4/6 equal sections
2. Label the sections with items you would like to focus upon (teacher talk, board work etc.)
post teaching practice
3. Evaluate how you much on target you were for each item and justify why and provide action
points for items which are in any of the 3 outer rings.
TP Days 2-10
1. As the course develops, include the action points from the tutors written feedback in the
target and evaluate your progress as per pt.3 above
2. You do not need to photocopy this page. A rough sketch of the target and your rationale for
its completion are fine.

TP Days 11-20
1. Once you have had your face to face tutorial you should become more aware of the assessment criteria which you need to work on for the final stage of the course
2. Using the assessment criteria, create a target for yourself and your peers to use when observing your lessons. These can be strengths and/or action points that you want to consolidate/achieve.
3. We recommend that you choose no more than 6/8 criteria in order to focus better
4. As per days 1-5, evaluate how you much on target you were for each item and justify why
and provide action points for items which are in any of the 3 outer rings.
5. Collect back the completed targets from your peers
6. Please exploit all the notes youve taken and gathered for your reflective piece

Please keep copies of all self evaluations in your portfolio for reference.

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Summary of TP Administration
Before your lesson:
Make a copy of your lesson plan, including Language Analysis sheets, if relevant, for the tutor

and give it to the tutor before you teach. Include copies of all handouts (make sure these have a
copyright).
Copy a self-evaluation form to fill in after your teaching slot.
After each teaching practice and feedback session:

File the original lesson plan, tutor feedback and your self-evaluation in the assessment file.

Complete the record of assessed teaching practice in the course booklet (Celta 5).

Ask the TP tutor to sign the relevant column in the course booklet

Fill in the teaching grid for the type of lesson you taught

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CELTA Handbook

Language Analysis Sheet: GRAMMAR

Complete this, as thoroughly as you can, for grammar / function-based lessons or skills-based
lessons where there is a clear language component.
Language area (e.g. 3rd conditional, modals of deduction, etc.)

Context (the situation - Who? Where? When? in which the language is used, and the sort of
reading or listening text in which it is contained, if a text is being used)

Focus on meaning
(meaning check questions, timelines etc. This would also include levels of formality for functional
language. N.B. you should research the point in one or preferably two reference books, if possible,
in addition to the coursebook)

Focus on form (analysis for students as it will appear on whiteboard, if appropriate)

Focus on pronunciation
(contractions, weak forms etc. Phonemic transcription of target sentence, if appropriate)

Written record
(how students will have a clear record of item, with meaning, if appropriate, e.g. substitution table;
if on whiteboard, include a description in your lesson plan).

Anticipated problems with solutions

(possible difficulties with meaning, form and/or pronunciation etc. and how you propose to deal with
these).
N.B. Your analysis may require more space than provided on this page

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Language Analysis Sheet VOCABULARY

Complete this, as far as you can, for vocabulary-based lessons or skills-based lessons where
there is a clear vocabulary component.
Lexical area
(e.g. adjectives of personality, phrasal verbs for stages of a relationship, a group of words in a
reading/listening text):

Context (the situation - Who? Where? When? in which the language is used, and the sort of
reading or listening text in which it is contained, if a text is being used)

Lexical sets / word lists

(Planned or predicted items. Reference to coursebook, handouts, etc., if appropriate)

Focus on meaning
(How you will show / check meaning e.g. labelling pictures, concept questions, dictionary check
etc. Include specific items if appropriate.)

Focus on pronunciation
(phonemic transcription of problematic items if appropriate.)

Written record
(how students will have a clear record of items, if appropriate, with meaning. e.g. labelled diagram,
matching item/definition handout, copied whiteboard list etc., if on whiteboard, include a plan in
your lesson)
Anticipated problems with solutions
(possible difficulties with meaning and/or form e.g. adjective order - clear table with headings)
N.B. Your analysis may require more space than provided on this page

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Guidelines for Observation

There are three types of observation on the Cambridge ESOL CELTA Course. We call them Internal
observation, External observation and DVD observation.
Internal observation
This is when you observe your colleagues during teaching practice. It is an essential part of the
course and you may have tasks to complete (either set by the tutor or decided by the TP Group)
while you are watching. These enable you to focus on specific aspects of the lesson, often related
to seminars or previous TP slots. The task may be referred to in teaching practice feedback.
External Observation and DVD Observation
This is when you watch experienced EL teachers in action in their own classes. You have to complete
6 hours (360 minutes) of external observations and DVD observations to fulfill the conditions of the
course. Observation of your trainers can sometimes be programmed during course hours; otherwise
you will be observing other teachers at the school. In this case, you will need to book your
observations on the schedule in the teacher trainees room. You should write your name in the space
provided on the date of the lesson you wish to observe. You will also observe 2 hours teaching on
DVD during course hours.
External observation tasks
Below are some guidelines for observation which combine with common sense and common
courtesy, and which should be followed closely:

The teacher will know you are coming, please ask her/him where you should sit.
Never turn up late! Professional attitude is part of the assessment criteria.
Comply with the wishes of the teacher as regards discussing the lesson. Some teachers do not
have time to talk, others like to discuss the lesson with you. Be ready/available to do either.
Let the teacher know you may be making notes on the lesson. It can be distracting for a teacher
to see someone sitting at the back of the class scribbling away without knowing what is being
recorded.
Stay for the agreed amount of time. Never leave earlier than you had agreed.
Please respect the teachers availability, do not chat to other trainees or disturb the lesson
unnecessarily. Make sure your mobile phone is turned off.
Teachers being observed should be referred to as discreetly as possible in any post-observation
discussion. Rome, in an EL teaching context, is a small city and it is unprofessional to pass
around names and personal judgements of teaching styles and abilities.

Summary of administration for external observations

Complete the record of observations of experienced teachers on page 3 of the CELTA 5 Booklet
(THE CELTA 5 BOOKLET MUST NOT LEAVE THE CENTRE). Ask the teacher you observed to
initial your entry.

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Generic observation task

Note seating arrangements and any changes during the lesson:
e.g.:
o
o
o
o
o
o
o
0
Note the 'formats' (pairs, groups, whole-class) at each phase of the lesson.

During the lesson, do learners listen to a recording, watch a video or read anything?
Yes ... No ...
If yes, note % of time spent on these and any preparatory or follow-up activities.
Notes

What opportunities did you notice for learners to use their English, in conversation, role-play,
etc.?

What opportunities did you notice for learners to increase their knowledge about English
grammar/vocabulary/phonology/appropriacy etc.?

Note anything which you feel contributed to the effectiveness of the lesson or part of the
lesson that you observed.

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Guidelines for written assignments

You are required to complete four assignments during the course with a combined total of not less
than 3,000 words. You are also asked to write one non-assessed assignment at the start of the
course (Assignment 0).
The Cambridge ESOL CELTA assessment criteria state that all assignments must be submitted and
only one "Fail" grade is allowed. (You have the possibility to resubmit each assignment once if the
first attempt is not to standard). If you fail more than one assignment you automatically fail the course.
Written assignment deadlines
The deadlines for written assignments are on the course timetable. If you think that you cannot meet
the deadline you must inform your tutor at least the day before the due date to obtain an extension.
Extensions of assignment due dates are rarely granted, and only if there are extenuating
circumstances. Give the original assignment to your tutor. You may also wish to make a copy of your
marked assignment if you want to retain one.

As you are training to teach English, please ensure that you proof-read, and spell-check your
assignment if it is computer written, prior to submission. Ensure that it is free of punctuation errors,
grammar errors, etc. It should be organised in a reader-friendly fashion, with sub-headings where
appropriate and clear paragraphs. The zero assignment must be handwritten. Please write on one
side of the page only; this is to allow for tutor comments on the reverse.

Summary of administration for assessment of written work

ALWAYS make and keep a copy of the assignment before handing it in.

On return of a written assignment, complete page 5 of the CELTA 5 booklet and sign to confirm
that it is your own work.

The marked assignment must stay in the file and be available for your tutor and the course
assessor.

If you resubmit an assignment, you must put both the original version and the resubmission in
your file.

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International House
Teacher Training
Rome

Cambridge ESOL Examinations

CELTA

Personal objectives assignment

For this first un-assessed assignment, we would like you to write down your own personal
learning objectives for this course.
You may want to refer to the outline CELTA course programme, the CELTA syllabus online
and also to the following questions:
What do I want from this course?

How might I stop myself from getting it?

How am I going to get it?

How will I know that I've got what I wanted?

You should do this task on another piece of paper and we ask you to write it by hand,
leave margins and write on one side of the page only. The assignment should be between
one and two pages long.
This assignment - will not be "graded" in any way. It is simply intended to encourage
you to reflect on how you might get the most out of this course. It will be returned to you
later on in the course.

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International House
Rome, Manzoni

Cambridge ESOL Examinations

CELTA

Focus on the learner assignment

(Length: 750-1000 words max.)
For this assignment, you should observe the students in your teaching practice class in the first week
of the course at times when you are not teaching: note the way they like to learn. Look at how they
interact with other students and with teachers, at their use of dictionaries and notebooks, and at any
examples of risk-taking or risk-avoiding. You must also give the learners a written task for homework
which you must collect, photocopy and analyse but remember to return the corrected homework to
the learners.
Part A: Class Profile
During your observations, make notes about the following points and then use these notes to write
your report:

Comment briefly on the students backgrounds, previous learning experience and learning
styles

Discuss the students level and general strengths and weaknesses.

What are their motivations and reasons for learning English?

The students classroom manner: Do they appear relaxed or uncomfortable? Do they

participate or withdraw from different types of activities?

Do the students appear to prefer some activity types over others? How can you tell?

How well do they follow what is happening in class? How can you tell?

What is the students feedback on the lessons? Do they think they are learning?
Part B: Error Analysis
Also during your observations, make notes of at least 6 specific errors the students make. Once
you have noted the errors:

Identify the errors by type (tense, pronunciation, vocabulary, word order, etc). Make sure you
have a variety of error types, ie. not all grammar errors.

Suggest possible reasons for the error (L1 interference, mistake, gap, etc)

Recording your findings in a chart is recommended, as it helps to prioritise the most important
errors (see example below).

Identify any patterns that emerge from your classs errors.

Are there certain types of grammatical or lexical errors common to the class as a whole that

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could provide the basis for a future lesson?

Part C: Skills Needs Analysis
As well as noting grammatical, lexical and pronunciation errors, you will need to identify language
skills (reading, writing, listening and speaking) difficulties that your students have. Comment
briefly on:

Which skill proves most difficult for the students?

How could you tell?

What skills work do the students seem to most enjoy/dislike?

Suggest some reasons why this is so.

What skills development would you see as a priority for these students and why?
Part D: Recommendations for work inside and outside the class
For this section:

Choose 1 error from Part B that you identified as a priority to work on with this class.

Select an activity appropriate to the learners' level from a coursebook or resource book
that will help the students overcome the error type you have chosen.

Explain why you have chosen the activity

Choose the skill from Part C that you identified as a priority to work on with this class

Select an activity from a coursebook or resource book that will help the students overcome
the difficulty with the skill you have prioritised, please be careful NOT to focus on a system here

Explain why you have chosen the activity and how it enables the learner to improve

Submit copies of the activities. Be sure to reference all materials

Find your activities in books other than the Students book, workbook and Teacher's book
you are using on the course
Assessment Criteria for this assignment 1:
a)
showing awareness of how a learners/learners background(s), previous learning experience
and learning style(s) affect learning
b)
identifying the learners/learners language/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 learners/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.
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NB:You must include a bibliography at the end of the assignment, giving the titles and authors of the

books you used in writing this assignment and submit learners' written samples that have been
analysed and referred to in the assignment body.
Recommended Reading:
Learner English by Swan and Smith a non-print version is on your wikispace.

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International House
Teacher Training
Rome

Cambridge ESOL Examinations

CELTA

Language skills and systems assignment

(Length: 1,800 -2,000 words max.)
This assignment is in 2 sections. The first aims to evaluate your ability to exploit texts for skills
practice, the second evaluates your ability to analyse language in context.

Section 1
Outline how you would exploit the piece of material provided online. Set out how you would
deliver a reading skills lesson, which also includes one of the following skills; speaking, or writing,
for a multi-lingual group of adult learners at intermediate level, living in the target language
community.
The lesson should show how you plan to develop two of the students skills (i.e. show your ability
to provide graded work to improve the students reading and either speaking or writing skills). The
lesson should provide a brief rationale for what you have the students do and why. The lesson
duration should be one hour. Please remember the main focus of this section is NOT grammar!
The lesson should show:

how you would introduce the topic

the tasks and activities you would like the students to do
the vocabulary areas that might be a problem
the teachers and students roles during the activities
the follow-up tasks you will have the students do

Do not write this assignment in the form of a lesson plan but as a written text.
Your assignment should also include the following elements:
evidence of background reading related to skills teaching
a bibliography, with particular reference to the photocopied chapter from Reading by Grellt
available in your room and full book in the SSC (remember to check the wikispace for other
references)
identification of receptive and productive skills and sub-skills that can be practised.
a brief rationale as to why these tasks are suitable
recommended word range 750 -1000.
Please look at the assessment criteria and remember, spelling and punctuation are considered
vital in all assignments as evidence of your use of the language. This assignment can be typed or
hand-written.
In order to pass this assignment you must:
1. correctly use terminology that relates to language skills and sub-skills
2. relate task design to language skills development
3. find, select and reference information from one or more sources using written language that
is clear, accurate and appropriate to the task

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Section 2
Part One
1. Match the concept check questions on the right to the item on the left.
a)I wish I lived in the country

A) Does it look good on the person?

B) Where is her house?

b)That hat suits you.

C) Can you drink from it?

D) Did she like the film?

c)That was a really moving film.

E) Did she feel strong emotions about it?

F) Is the colour good?

d)Can you get the kettle for me please?

G) Do you put tea or hot water in it?

H) Does she want to move house?

2. Circle the concept check questions (CCQs) which are checking the concept, expressed by
the underlined words, appropriately, sometimes all three are possible:
The suspect was seen in the vicinity of the bank.
Do we know who saw him?

Did someone see him?

Was he near the bank?

Come and sit down Jim youve been working in the garden all day!
Has Jim been working?

Is Jim working in the garden now?

When did he start?

Her coat isn't in her office she must have gone home
Is she in the office?

Is this obligation?

Is she at home?

Lesley takes after her grandmother.

How are they similar?

Did Lesley take something?

Are they similar?

3. Look back at the concept questions in question 2 above and:

a)decide on a logical order of delivery for the CCQs you selected
b) justify why you didnt select the other questions

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4. Look back at the examples in question one and create a context for each example.
Part Two
For each of the vocabulary and grammar items underlined in the text online you must:
1. Explain the basic meaning of the item in its context (the text)
2. Write the CCQs for the item in the context
3. Mention any other ways of clarifying/checking (eg. Mime, time-lines, pictures, etc.)
4a. For grammar items only, analyse the form of the structure and provide its name, if one exists.
4b. For vocabulary items, identify the part of speech
5. Foresee possible problems for students, e.g. pronunciation, word order, etc.
6. Reference materials you have consulted.
NOTE: Please group the grammar items together and analyse them first, and then group the
vocabulary items together and analyse them second.
Example 1 (grammar item): Youve had your hair cut!
1. Used when we ask someone else to do something for ys (usually for payment). In this case, a
person has been to the hairdresser's and now her hair is noticeably shorter.
2. Concept checking questions:
- did she cut her hair herself?

No

- did someone else cut it?

Yes

- was it free, or did she pay?

She paid.

3. Perhaps picture of someone at the hairdressers.

4. Form: have+object+past participle. Label: the causative have
5.The learners may confuse it with the Present Perfect (have + past participle), it is also possible to
get something done and fail to hear the weak form of 'have' /hvj'hd/
6. Swan, M. (1996), Practical English Usage, pp112-114.

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Example 2 (a vocabulary item): We had a wicked time at the disco.

1. It was very exciting, lots of fun.
2. Concept checking questions:
- is wicked positive or negative?

Positive.

- did they enjoy themselves at the disco?

Yes.

- very much?

Yes

3. Ask for examples of things they did at the disco, or examples from other contexts.
4. An adjective.
5. Confusion with terrible, pronunciation is sometimes / 'wkd/
6. OUP (2000) Oxford Advanced Learners Dictionary, pp1969

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International House
Rome, Manzoni

Cambridge ESOL Examinations

CELTA

Lessons from the classroom

(Length 750 - 1000 words max.)
Aim
At this stage of the course you will have seen your tutors and experienced teachers within the
school teach, and have also observed more than 30 hours of teaching practice. You have
completed observation tasks and also written your own feedback.
The aim of this task is for you to reflect on your own teaching and evaluate what you have seen in
your observations. You should be able to identify some of the main strengths and weaknesses in
your own teaching and think of some strategies for overcoming the weaker areas.
Assignment
Identify two areas in which you feel you are now strong, e.g. classroom management or dealing
with language in the class, and give specific examples from your own lessons, of how you have
improved. Detail any observation you have seen which has helped you improve.
Identify two areas in which you still feel weak. Give examples from your teaching and specify
strategies for improving those areas. Give examples of good classroom practice you have
observed in other teachers relating to the areas of weakness you have specified.
Describe how you can develop your growing ELT knowledge and skills beyond the course
Style
The assignment may be handwritten or typed. It can be written in separate paragraphs with
underlined headings but should be in complete grammatical sentences and not in note form.
Please leave wide margins and write on one side of the page only.
Remember, spelling and punctuation are considered vital in all assignments as evidence of
your use of the language.
Keep a copy of your assignment as it will be retained by the centre at the end of the course. You
may prefer to do this after the assignment is returned to you with comments on it from your tutors.
In order to pass this assignment you must:
1. note your own teaching strengths and weaknesses in different situations in light of
feedback from learners, teachers and teacher educators
2. identify which ELT areas of knowledge and skills you need further development in
3. describe in a specific way how you might develop their ELT knowledge and skills beyond
the course
4. use written language that is clear, accurate and appropriate to the task

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Assessment Criteria
2.1 - Focus on the learner
The design of the assignment to include:

Candidates can demonstrate their learning by:

Length 750 1,000 words

investigation of the learning context

and assessment of learner needs
with reference to a specific learner or
group of learners
identification of sources for language
development and, where appropriate,
personal support
suggestions for specific
language/skill focused activities and
an explanation/rationale for the use
of these activities with the specific
learners outlined

1. showing
awareness
of
how
a
learners/learners background(s), previous
learning experience and learning style(s)
affect learning
2. identify
the
language/skills needs

learners/learners

3. correctly using terminology relating to the

description of language systems and
language skills
4. selecting appropriate material and/or
resources to aid the learners/learners
language development
5. providing a rationale for using specific
activities with a learner/learners
6. finding,
selecting
and
referencing
information from one or more sources using
written language that is clear, accurate and
appropriate to the task

2.2 - Language related tasks

The design of the assignment to include:

Candidates can demonstrate their learning by:

Length 750 1,000 words

identification of significant
features of the form, phonology,
meaning and use of language
items/areas and the use of
relevant information from
reference materials

1. analysing language correctly for teaching

purposes
2. correctly using terminology relating to form,
meaning and phonology when analysing
language
3. accessing reference materials and referencing
information they have learned about language
to an appropriate source
4. using written language that is clear, accurate
and appropriate to the task

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2.3 - Language skills related tasks

The design of the assignment to include:

Candidates can demonstrate their learning by:

Length 750 1,000 words

4. correctly using terminology that relates to

language skills and sub-skills

evidence of the candidates

background reading in the topic
area

identification of the receptive

language skills and/or sub-skills
that could be practised and
developed using course book
material or authentic text

identification of productive
language skills that could be
practised and developed in
relation to that text

task design in relation to the text

with brief rationale

5. relating task design to language skills

development
6. finding, selecting and referencing information
from one of more sources using written
language that is clear, accurate and
appropriate to the task

2.4 Lessons from the classroom

The design of the assignment to include:

Candidates can demonstrate their learning by:

Length 750 1,000 words

5. noting their own teaching strengths and
weaknesses in different situations in light
of feedback from learners, teachers and
teacher educators

candidates identification of their own

teaching strengths and development
needs

reflection on their own teaching

6. identifying which ELT areas of knowledge

and skills they need further development in

reflections on the implications for

their own teaching from the
observations of experienced ELT
professionals and colleagues on the
course

7. describing in a specific way how they might

develop their ELT knowledge and skills
beyond the course

identification of action points

8. using written language that is clear,

accurate and appropriate to the task

The CELTA syllabus and assessment criteria

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The CELTA booklet "syllabus and assessment guidelines" gives a full overview of the syllabus and
criteria for assessment. A copy is available on your wikispace for your reference.
The following information has been summarised from the booklet
Assessment
Assessment is continuous and integrated. Continuous means that assessment takes place
throughout each course. Integrated means that the each assessed component contributes to the
overall grade. Any one component can cover a number of topics and objectives in the syllabus.
The course tutors evaluate your progress at every stage of the course, in relation to the syllabus
guidelines relevant to that particular stage of the course. If they feel that your performance is not up
to standard at any particular stage (i.e. that you are failing the course) you will be informed, and
appropriate tutorial support will be given.
At the end of the course the course tutors recommend your final grade based on your performance
in all the course components throughout the course.
The course components
The three components of assessment are as follows:

Teaching practice
Written assignments
Candidates professional development.

Full details of the assessment criteria can be found in the appropriate booklet. The assessment for
the marking of written work is also given with each assignment.
The course programme and syllabus
Specifically, the course is designed to enable candidates to:
1. Develop an awareness of language and knowledge of the description of English and apply these
to their professional practice.
2. Develop an initial understanding of the contexts within which adults learn English, their
motivations and the roles of the teacher and the learner.
3. Develop familiarity with the principles and practice of effective teaching to adult learners of
English.
4. Develop basic skills for teaching adults in the language classroom.
5. Develop a familiarity with the appropriate resources and materials for use with adult learners of
English for teaching, testing and reference.
6. Identify opportunities for their own future development as future professionals in the field.

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Grades, Results and Certificates

At the end of the course your tutors will inform you whether you have passed the course or not.
Please remember that your final grade will not be issued until confirmed by Cambridge ESOL. All
results are still provisional until confirmation from Cambridge ESOL examinations.
The course results can be either Pass, Pass B, Pass A or Fail.
After course completion, you will be contacted to collect your certificates. If you live abroad then your
certificates will be mailed to you. You receive two certificates; one with the dates of the course and
your grade, and the other giving details of your specific ability on the course and an overall comment
on your teaching skills.
Candidates who fail to meet the criteria in some or all assessed components will be informed that
they have failed.

Course Feedback
The tutors will ask for informal feedback throughout the course. We run training courses throughout
the year and your comments are invaluable in helping us to improve our programme. If you feel that
there is something we need to know about the course, please tell us.
There will also be two tutorials, one at the half-way stage and one towards the end of the course.
These tutorials are carried out in private and individually, and serve as a basis for discussion both of
your personal progress and the course in general.
Procedure in case of a problem or complaint
If you are unhappy or worried about anything, do not wait until the time-tabled tutorials. Fix a time
to see the tutor concerned.
If you have a complaint that you are unable to resolve with a particular tutor, observe the following
procedure:
1. Raise the matter with the Course Director who is responsible for the overall smooth running of
the course. Check which tutor is Course Director.
2. If you are unable to resolve the problem with the Course Director, or if the Course Director feels
it is necessary, the problem will be referred to the Director of Teacher Training, Margaret
Horrigan.
Online reading
The following sites offer a range of materials and resources. Please remember that a lot of 'online' lesson plans are not very good and that part of Cambridge assessment criteria is to plan
for a specific group of learners. This essentially means that you should not download plans from
the web for teaching purposes over the duration of the CELTA course but refer to them as they
may give you ideas on how to approach your own lesson planning in different ways.

http:/celta./wikispaces.com
http://school.discoveryeducation.com/
http://hotpot.uvic.ca/
http://www.reward-english.com/
http://www.breakingnewsenglish.com/
http://www.onestopenglish.com/

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http://www.eslbase.com

Handbook quiz
1. How many assignments do you have to do on the course?
2. How many hours of teaching do you have to do?
3. Write the web addresses of two sites that you can refer to during the course..
4. When do you have DVD observations?
5. What is the last seminar on the first Tuesday?
6. What is the CELTA 5?
7. Who is the assessor and what is their role?
8. On what page is the self evaluation that you need to complete after your lessons?
9. What do you have to keep in your portfolio?
10. Who are the people in your TP group? Write their names and phone numbers here:
..
..
..
..
..

11. What do you have to sign every time you submit an assignment?
12. What is the course number?
13. What site can you visit for on-line materials?
14. What is the title of assignment four?
15. When you include vocabulary in a lesson what sheet must you complete?
16. When do you have your second phonology seminar?

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Mid-Course Evaluation
Is the course what you expected with regard to the following?

the amount of time you are putting into it

the experience of working closely with a group of peers for TP

the proportion of time allocated in seminar sessions to the various aspects of

teaching/learning languages

the materials and facilities available to you

the observation of regular classes in this school

In these areas, are you able to offer any suggestions as to how we might improve the
course?
Before the start of the course:
Do you feel the pre-course interview prepared you adequately in terms of what to
expect, given the available time of one hour?
Did you find the pre-course task useful in preparing you for the course?
Did you do any other background reading to prepare yourself for the course? If so
what?
Which books, if any, were recommended by the interviewer?
What background reading, if any, would you now recommend to someone intending to
do the course?
Reading during the course
How many books on average have you taken home from the SSC library?
Which ones have been most useful to you?
Seminars
Are there any areas from seminar sessions that you would like clarified in later
sessions?
Are there any seminars that have been particularly useful?
Are there any other areas (not covered by the program) that you would like to see
included in seminar sessions?

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Teaching practice observation tasks

1. Lesson parts
a. How does the lesson start?
b. What does the teacher do?
c. What are the lesson activities, how many activities are there and how much time is
given to them during the lesson?
d. Do learners (Ls) have enough time to complete the activities during the lesson?
e. Are Ls involved in the tasks?
f. Is there a clear ending to the lesson?
g. What is the topic of the lesson?
h. What are the main language or skills aims of the lesson? Are these appropriate for
the learners?
i. Are these achieved by the end of the lesson? How?
j. What did you like in the lesson? Why?
k. What didnt you like? Why?
2. Rapport
a. How do the learners react to the teacher?
b. Does the teacher (T) use only English?
c. How much English is used during the lesson?
d. How does s/he refer to Ls? For example, is s/he friendly or demanding or firm or
lenient?
e. Does s/he motivate Ls? If yes, how? If not, why do you think so?
f. Does s/he know Ls names?
g. Does the T use any system of gestures or signs?
3. Class organization
a. Does T address the whole class only?
b. Do Ls work in pairs or groups?
c. How much time is dedicated to student-teacher interaction and how much to
pair/group work?
d. What does the T do during pair/group work? Does s/he monitor Ls? How? What for?
e. Are the interaction patterns suitable to the activities/lesson stages?
4. Learners (Ls)
a. Do they listen to the T and follow the instructions? Why?
b. Are they involved in the lesson? Why?
c. Are they concentrated and attentive? Why?
d. Is the ratio of English to Ls first language appropriate?
e. How do Ls show interest and boredom?
f. How are they seated throughout the lesson?
g. Do they change their seating positions at logical moments?
h. How do Ls know if what theyve produced is correct or not?
i. Is there ample opportunity for peer teaching & checking?
j. Do the Ls have enough chance to speak?
k. Do they have a chance to express their ideas and be creative?
5. Instructions & explanations
a. Note down all the Ts instructions.
b. Are they short and clear?
c. Does the T have to rephrase them, repeat them?
d. Has the teacher checked that the Ls know what they have to do? How?
e. Is it done in English? Yes/no, why?
f. Do Ls ask additional questions? Why? Why not?
6. Error correction
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a. Are mistakes corrected immediately or is delayed correction provided?

b. How are mistakes corrected?
c. Are Ls corrected in the same way no matter what they are doing: grammar tasks,
listening, reading, speaking or writing tasks?
d. Does the T encourage self-correction?
e. What feedback does the T provide the Ls with and why?
7. Use of materials & aids
a. What materials are used during the lesson? Are they appropriate for the Ls?
b. What audio materials /visual prompts are used? Why? How?
c. Do they stimulate Ls or not? Why?
d. How is board work organised?
e. Are materials error-free?
f. Do the materials look professional?
g. Do the materials help or hinder the overall aims? How?
8. Skills based lessons
a. Note down all the steps that are followed.
b. Do the steps relate to procedures recommended in seminars? How?
c. Are the Ls interested in what they are doing? Why?
d. What is the teacher doing in practice moments?
e. Have the Ls fully completed each task? How? Why are they doing the tasks?
f. How does each task lead up to the main aim?
g. Would you like to be a student in this class? Why?
h. Do Ls have opportunities o relate the topic to the real world?
i. Do the Ls have a good understanding of the text by the end of the lesson?
9. Systems based lessons
a. Is the language contextualised? How?
b. Are the teaching tools used appropriately? How?
c. Are the Ls 100% sure of meaning? How?
d. Is form, meaning and use dealt with for vocabulary/grammar? How?
e. Are the language items appropriate for the learners? How?
f. Do Ls have a record of items learnt?
g. Do Ls get an opportunity to use the items meaningfully? (Yes? Check Task 8 above)
10. Miscellaneous
a. Was there anything you would use from the lesson? Why?
b. Was there any moment you felt confused? Why?
c. Were the Ls interacting in real-life skills?
d. Were the Ls always challenged appropriately?
e. ______________________________________________________?
f. ______________________________________________________?
g. ______________________________________________________?

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