A brief presentation by Mahesh Babu and Gorakhnath

Gangane© 2013English Language Instructors, PYP

Campus, Jazan University, Jazan, KSA.

Cambridge Regional College, Cambridge, UK

An intensive 4 weeks course

Can be taken at different times in a year.

The certificate is awarded by the Cambridge ESOL.

It is an internationally recognized initial credential for

EFL teachers.

There are 286 approved CELTA centers in 54 countries

providing almost 900 CELTA courses every year.

The part time course of 12 weeks duration is also

available.

CELTA: Some Professional Tips for Teachers

Get to the classroom 10 minutes in advance.

Be well prepared for your lessons.

Manage time effectively (50 minutes).

Assess your strengths and weaknesses regularly.

Respond positively to feedback from students.

Proper board plan.

Don’t go over your allotted time slot.

This presentation will focus on the following:

1. Lesson Planning

2. Application procedures

Lesson Planning

CELTA demands pre-planning at every step of your lesson. It involves the following steps:

1. Aim

2. Evidence

3. Rationale

4. Personal Aims

5. Materials

1. AIM

This is what you want the students to be able to

do better by the end of the lesson.

Your main aim is your destination.

Only one aim in a lesson.

2. Evidence

• Evidence is how you will know if your aim has

been achieved.

• This can be known if your students are able to

complete the exercises at the end of the lesson.

3. Rationale

It is the brief description of, and

justification for, the approach taken

in this lesson.

4. Personal Aims

These aims will relate to you as a teacher

and will help you to focus on your personal

development as to whether you are

constantly becoming a better teacher or

not.

5. Materials

These are the things you need to make

your lesson more effective.

Eg. Flashcards, handouts, dictionaries,

images and internet, etc.

THE PROCEDURE SHEET

This is the route map of your lesson plan.

It tells you how you are going to teach

your lesson.

The Procedure Sheet involves the following stages:

1. Lead-in

2. Pre-teach vocabulary

3. Initial Task

4. Detailed Task

5. Follow-up task (or) Freer Practice.

An example lesson

Chapter 1 – Neighborhoods, Cities, and Towns

Source: Interactions Access (Reading and

Writing)

Publication: McGraw –Hill Companies, Inc,

New York, USA. Copyright © 2012

Edition: Diamond Edition.

Page numbers: 15 – 16.

1. Lead-in

To get students interested in the topic and

prepare them for the text.

1. What do you see in the pictures?

2. Why do you go to college / university?

2. Pre-teach Vocabulary

To enable students to have sufficient vocabulary

to do the tasks you set.

To prevent students blocking on key vocabulary

central to the topic.

- This involves 3 stages:1. Meaning 2. Form3. Pronunciation

Pre-teach vocabulary - Meaning

Word 1: Success

Word 2: Expert

Word 3: Advice

Word 4: Office hours

Word 5: blocks

Word 6: Budget

Word 1 – Picture

Word 2 and 3 – Personalized situation

I had a bad head ache. I tried so many ways to get

rid of it but at the end I had to meet a doctor who

knew everything about head aches. He was an

________.

I asked this expert doctor to suggest some ways to

get rid of head aches in future. He gave me some

valuable _________.

Word 4 – personal timetable8 - 9Class

9 – 10Class

10 -11Class

11 – 12Office hours

12 – 1Office hours

1 - 2 2 - 3 3 - 4 4 - 5

Word 5 and 6 – Picture

Pre-teach Vocabulary - Form

1. Success – Noun

2. Expert – noun

3. Advice – noun

4. Office hours – compound noun

5. Blocks - noun

6. Budget – noun

Pre-teach Vocabulary - Pronunciation

1. Success - /sək ˈses/2. Expert - /ˈeks pɜːt/3. Advice - /əd ˈvaɪs/4. Office hours - /ˈɒ fɪs ˈaʊəz/5. Blocks - /ˈblɒks/6. Budget - /ˈbʌd ʒət/

BOARD PLAN

01. Suc / cess – noun /ə/ /e/ 02. Ex / pert – noun /e/ /ɜː/ 03. Ad / vice – noun /ə/ /aɪ/ 0 04. O / ffice hours – compound noun /ɒ/ /a//ə/ 05. Blocks – noun /ɒ/ 06. Bud / get – noun /ʌ/ /ə/

3. Initial Task

To give students a reason to listen / read at a gist level.

(Paragraph: Keys to Success in College. Page number: 15)

Gist Question: To be displayed on the board before they start reading the article on their own.

GIST QUESTION

Choose the most suitable topic for the

paragraph:

1. A college campus today

2. Tips for college students to succeed.

3. Study groups.

4. Detailed Task

To give students a reason to practise the receptive

skills of listening and reading more intensively.

This task can include:

1. True or false statements

2. Choose the best answer

3. Match the following

4. Short answer type questions and

5. Completing sentences

Detailed task questions

Complete the definitions of these words:

1. An educational consultant is ____________.

2. ‘Office Hours’ are _________________.

3. Study groups are ________________.

4. An appointment book is ____________.

5. An expert is a one who ______________.

5. Follow-up Task

To exploit the topic of the text for a productive

skill, i.e. speaking / writing.

This involves student participation based on the

understanding of the lesson.

Divide students in groups of three or four.

Pair the weaker with stronger ones.

Follow-up task

Allow the students to discuss the following

questions with their group. Then let them

share their ideas in the open class

feedback.

1. Share your three best study ideas with

your group.

2. How do you study for a test?

Anticipated problems and solutions

These are the problems that you expect

might occur during your lesson and how

well you will deal with these if they occur.

These problems depend on the skills you are focusing on:

1. Listening and reading: Vocabulary, context and content of text, difficulty, students’ different abilities, length of text and any cultural problems.

2. Speaking and writing: Students’ language proficiency, interest in the topic, grouping students and lack of ideas from students.

Problems could be anticipated in three

main areas:

1. Meaning

2. Form

3. Pronunciation

1. Meaning

Does the word / structure have other meanings?

In what way is it different?

Eg. Block.

Problem – Three meanings

1. Hindrance / obstruction

2. A large solid piece typically with flat surfaces on

each side.

3. Referring to a partition or division of a place or

in time.

2. Form

1. Does the word have an irregular form?

2. If the word is a noun, is it countable or

uncountable? How will it change the usage?

3. Does the word have a capital letter at the

beginning? (Eg. English)

4. When you create the ‘ing’ form, do you have

to double any consonants? (eg. Run – running)

1. Problem: Students might think that the words ‘Success’

and ‘advice’ are countable nouns.

Solution: Give them examples and show them that

these words are uncountable.

2. Problem: Students might interchange ‘advice’ with

‘advise’.

Solution: Show them with examples that ‘advice’ is a

noun and ‘advise’, a verb.

Eg. The doctor gave me an advice.

The doctor advised me.

3. Pronunciation

1. What’s the word stress? What is the sentence stress?

2. Which sounds are difficult to say?

3. Which sounds change when you say them in a sentence?

(Eg. ‘of’ in the sentence, ‘I have never heard of him’)

4. Are any sounds lost? (Eg. Mashed Potatoes) Are any

silent? (eg. Knife)

5. Are any words squashed together?

(Eg. ‘Do you’ – ‘D’you’) or linked? (Eg. Turn it off)

Problem 1: Students may put the stress in the first syllable for the words, ‘success’ and ‘advice’.

Solution: Drill the students by showing the correct syllable stress on the board.

Problem 2: Students may pronounce the word ‘budget’ without silencing the ‘d’ sound.

Solution: Drill them with the correct pronunciation until they get it right.

Anticipated problems with learners and classroom management + solutions

Problem 1: There may be latecomers.

Solution: Integrate them into the class as quickly as possible

and with minimum disruption to the students.

Problem 2: Certain students may dominate during open class

stages.

Solution: Nominate more to ensure more equal participation.

Use encouraging eye contact and gestures to get

participation from all students.

Problem 3: Weaker students may struggle due to lack of understanding.

Solution: The teacher should monitor closely, supporting as necessary and encouraging students to self correct and to work collaboratively.

APPLICATION PROCEDURE

1. Log on to www.camre.ac.uk

2. Application process

3. Once you are through with the Pre-interview tasks and the application process, you will receive an e-mail from a trainer of CELTA course.

4. You will be asked to choose a date for a one-to-one skype interview.

5. Once the skype interview date is fixed, there will be one more task that would be sent just one hour before the interview.

6. The skype interview will commence exactly at the time fixed.

7. The interview will be of 1 hour and 30 minutes duration. It will focus on the pre-interview tasks and the other recent ones in a detailed manner.