JULY 2017

Welcome to the course!

Welcome to the Cambridge CELTA course. We hope that you will have a rewarding, engaging and
stimulating experience.

Please read this guide carefully in order to make things clearer for you during the course.

Course Content
1. Course Aims

The Certificate in Teaching English to Speakers of Other Languages (CELTA) is an introductory course
for candidates who have little or no previous English Language teaching experience, or for
candidates with some experience but little previous training.

The course enables candidates to

acquire essential subject knowledge and familiarity with the principles of effective teaching

acquire a range of practical skills for teaching English to adult learners

demonstrate their ability to apply their learning in a real teaching context

By the end of the course, successful candidates should be able to:

assess learner needs, and plan and teach lessons which take account of learners backgrounds,
learning preferences and current needs

demonstrate language knowledge and awareness and appropriate teaching strategies

demonstrate knowledge about language skills and how they may be acquired

plan and prepare lessons designed to develop their learners overall language competence

demonstrate an appropriate range of teaching skills at this level and show professional awareness
and responsibility

Candidates who complete the course successfully can begin working in a variety of ESOL teaching
contexts around the world.

2. Course Programme

The course programme is designed by ITI using the Cambridge CELTA syllabus and course
objectives.

The syllabus consists of five units of learning that deal with specific topic areas in the teaching of
ESOL.

Unit 1 Learners and teachers, and the teaching and learning context

Unit 2 Language analysis and awareness

Unit 3 Language skills: reading, listening, speaking and writing

Unit 4 Planning and resources for different teaching contexts

Unit 5 Developing teaching skills and professionalism

3. Course requirements and components of assessment

Assessment requirements

To meet the assessment requirements, candidates are required to attend the whole course and to:

practice teach classes of the relevant age group and size for a total of six hours

observe experienced teachers teaching classes of adult learners for a total of six hours

maintain and submit a portfolio of all course work including all written assignments and materials
related to teaching practice.

Mode of assessment

Assessment is continuous and integrated. Continuous here means that assessment takes place
throughout the course. Integrated here means that both assessed components contribute to the
overall grade.

The two components of assessment

Component One: Planning and teaching

In this component, you will practice teach for a total of six assessed hours, working with adult
learners in three different levels. By the end of the six hours of assessed teaching practice, you should
have demonstrated successful achievement of all the teaching practice assessment criteria, detailed
at the end of this document.

Component Two: Classroom-related written assignments

Throughout the course you will be required to submit four written assignments:

one assignment focuses on adult learners and learning contexts

one assignment focuses on an aspect of the language system of English

one assignment focuses on an aspect of language skills

one assignment requires reflection on classroom teaching and the identification of action points

Written assignments are 750 -1000 words. These are internally assessed and externally moderated.
Any written assignment which fails to meet the specified assessment criteria may be resubmitted.
You must pass 3 assignments in order to pass the course as long as the criteria for the failed
assignment are evident in Teaching Practice.

ALL written work that is submitted for your portfolio (assignments and lesson plans) must be written
in good, correct English. Any work with grammar or vocabulary errors will have to be resubmitted.

If you are not progressing at the rate you are expected to, your tutors will do their best to support
you. You may receive extra tutorials and a letter outlining what you need to do in order to pass the
course.
Certificate grades

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

A Pass is awarded to candidates whose performance overall in the teaching practice and in the
written assignments meets the specified criteria.

They will continue to need guidance to help them to develop and broaden their range of skills as
teachers in post.

A Pass (Grade B) is awarded to candidates whose performance in the written assignments meets the
specified criteria and who have demonstrated in their teaching practice a level of achievement
significantly higher than that required to meet pass-level criteria in relation to:

demonstration of the criteria for teaching skills and professionalism (criteria 1a 3c and 5a 5n).

They will continue to need some guidance to help them to develop and broaden their range of skills
as teachers in post.

A Pass (Grade A) is awarded t candidates whose performance in the written assignments meets the
specified criteria and who have demonstrated in their teaching practice a level of ability and
achievement and a level of awareness significantly higher than that required to meet pass-level
criteria in relation to:

planning for effective teaching

teaching skills and professionalism

They will benefit from further guidance in post but will be able to work independently.

A FAIL will only be awarded if the candidate has been unable meet criteria in some or all assessed
components despite all the support given by tutors within the course time. This also applies if 2 or
more assignments do not pass.

External assessment of the course

It is a Cambridge requirement that each CELTA course is moderated by an external assessor. The
assessor will visit the centre near the end of the course to moderate judgements made by the tutors
about candidates performance on all aspects of the course and to discuss recommended final grades.
During the visit, the assessor will read candidates assessment portfolios and written assignments, will
observe teaching practice and TP feedback, may observe an input session, and will be available for
candidates to give feedback or hear views on any aspect of the course.

You will receive more detailed information about the assessors schedule nearer the time of the visit.
Candidate Portfolios

It is your responsibility to keep a file of all assessed work on the course. When the assessor visits the
centre, she will need to see these files in order to check your progress during the course and the
standard of your written work. You should ensure that your portfolio is organised and up to date at
all times. To facilitate this, you will be given an official folder to keep all marked work and the
following documents:

CELTA 5 record form (to be kept up to date)

Marked written assignments (original and any resubmissions)

There are also plastic covers for each TP (Teaching Practice) slot and each one should contain four
documents relating to your assessed lessons:
Teaching practice tutor feedback sheets
Lesson plans
Copies of lesson handouts, worksheets given to learners
Self-evaluation sheets for each lesson taught

This folder must remain in the training centre at all times. An incomplete folder may affect your
grade.

Teaching Practice (TP)

For the planning and teaching component of the course, you will teach eight 45-minute lessons.
There will be three groups of students who have been specifically recruited for this course at three
different levels (ELM, PIN and INT). The exact numbers of students will be confirmed on the first day
of the course. You will be divided into groups with each group teaching one level for four weeks,
then switch levels for two weeks and then switch again for the last two weeks.

As TP progresses, different aspects of teaching will be assessed. You can find the assessment scheme
at the end of this document for your reference.

After each TP, there will be an oral feedback session where you can comment on your lesson and
your peers and tutors will contribute their views. Active participation in these sessions is essential, as
self-reflection and awareness are key elements of the course and the assessment criteria. There will
also be written feedback by the tutor.

TP notes will be given ahead of your lessons in the early stages of the course to facilitate planning
and to give you time to look at your course book material. You will also be given support from your
tutors with lesson planning; however, as the course progresses you are expected to show more
independence.

Teaching Observations

All trainees are required to observe 6 hours of "live" teaching or recorded lessons. These observations
will be provided by your tutors and teaching DVDs. You will also be given tasks to use while
observing your peers teach to help you make contributions during the group feedback sessions.
Appointments with Tutors

There will be a tutorial after 2 weeks with the tutors during the course in which you will be able to
discuss your progress with one of the tutors. In addition, there will be supervised lesson planning
sessions daily. Other appointments can be organised informally during the course.
If you have any concerns at any time, please feel free to talk to one of the tutors.

Report and Certificates

Your provisional course grade and course report will be given to you after finishing the course.
Cambridge ESOL will send the CELTA Certificates to ITI approximately eight weeks after the end of
the course when the grades have been confirmed. Make sure that the centre has your permanent
address as we will forward this to you.

Complaints Procedure

There is a procedure for complaints by candidates if they are dissatisfied with their results at the end
of the course. More information on this can be obtained from the main course tutor.

Workload

The course is very intensive and demanding, requiring full commitment on your part. Cambridge
states that candidates will need to dedicate a minimum of 80 hours for the required reading,
research, pre- and post- session tasks, assignments and lesson preparation. Dealing with the amount
of input in the sessions and trying to put it into practice while being watched by tutors and peers may
make you feel pressured. However challenging, though, most participants find the course very fruitful
and stimulating. So, be prepared to work very hard but remember to pace yourself and manage your
time well.
ASSESSMENT OF PLANNING AND TEACHING

By the end of the six hours assessed teaching practice, successful candidates at pass level should
show convincingly and consistently that they can:

prepare and plan for the effective teaching of adult ESOL learners by:

4a identifying and stating appropriate aims/outcomes for individual lessons

4b ordering activities so that they achieve lesson aims/outcomes

4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for
the lesson

4d presenting the materials for classroom use with a professional appearance, and with regard to
copyright requirements

4e describing the procedure of the lesson in sufficient detail

4f including interaction patterns appropriate for the materials and activities used in the lesson

4g ensuring balance, variety and a communicative focus in materials, tasks and activities

4h allocating appropriate timing for different stages in the lessons

4i analysing language with attention to form, meaning and phonology and using correct terminology

4j anticipating potential difficulties with language, materials and learners

4k suggesting solutions to anticipated problems

4l using terminology that relates to language skills and sub-skills correctly

4m working constructively with colleagues in the planning of teaching practice sessions

4n reflecting on and evaluating their plans in light of the learning process and suggesting
improvements for future plans.

demonstrate professional competence as teachers by:

1a teaching a class with an awareness of the needs and interests of the learner group

1b teaching a class with an awareness of learning styles and cultural factors that may affect learning

1c acknowledging, when necessary, learners backgrounds and previous learning experiences

1d establishing good rapport with learners and ensuring they are fully involved in learning activities

2a adjusting their own use of language in the classroom according to the learner group and the
context

2b identifying errors and sensitively correcting learners oral and written language

2c providing clear contexts and a communicative focus for language

2d providing accurate and appropriate models of oral and written language in the classroom

2e focusing on language items in the classroom by clarifying relevant aspects of meaning and form
(including phonology) for learners to an appropriate degree of depth

2f showing awareness of differences in register

2g providing appropriate practice of language items

3a helping learners to understand reading and listening texts

3b helping learners to develop oral fluency

3c helping learners to develop writing skills

5a arranging the physical features of the classroom appropriately for teaching and learning, bearing
in mind safety regulations of the institution

5b setting up whole class and/or group or individual activities appropriate to the lesson type

5c selecting appropriate teaching techniques in relation to the content of the lesson

5d managing the learning process in such a way that lesson aims are achieved

5e making use of materials, resources and technical aids in such a way that they enhance learning

5f using appropriate means to make instructions for tasks and activities clear to learners

5g using a range of questions effectively for the purpose of elicitation and checking of understanding

5h providing learners with appropriate feedback on tasks and activities

5i maintaining an appropriate learning pace in relation to materials, tasks and activities

5j monitoring learners appropriately in relation to the task or activity

5k beginning and finishing lessons on time and, if necessary, making any relevant regulations
pertaining to the teaching institution clear to learners

5l maintaining accurate and up-to-date records in their portfolio

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

5n participating in and responding to feedback.

International Training Institute Assessment Scheme

TP 1-2 TP 3-4 TP 5-6 TP 7-8(9)

4a) Stating Aims
4b) Staging
4c) Materials Design
4d) Materials Prep.
4e) Procedure
4f) Interaction Patterns
4g) Variety and Balance
4h) Timing
4i) Language Analysis
4j) Anticipated Problems
4k) Anticipated Solutions
4l) Terminology
4m) Teamwork
4n) Reflection on Plans

1a) Needs Awareness

1b) Cultural Awareness
1c) Background Awareness
1d) Rapport

2a) TTT/Language Grading

2b) Error Correction
2c) Context
2d) Language Models
2e) Clarifying Language
2f) Register
2g) Language Practice

3a) Reading/Listening
3b) Oral Fluency
3c) Writing

5a) Classroom Arrangement

5b) Grouping
5c) Teaching Techniques
5d) Achieving Aims
5e) Material Use
5f) Instructions
5g) Eliciting/Concept Checking
5h) Feedback
5i) Pace
5j) Monitoring
5k) Timing
5m) Self-Reflection