Welcome to the Cambridge CELTA course. Please find below basic information about the current course. If you have any further questions, please do not hesitate to ask any of the tutors. We’d like to take this opportunity to wish you the best of luck and hope that you find the course a worthwhile and a rewarding experience.

Polyglot Institute – IH Muscat contact details

Telephone: 24666630 Fax: 24666600

e-mail: heather@polyglot.org

Course tutors

Seamus Harkin Main course tutor sgharkin@hotmail.com

Heather Al Hatmy (99269110) Course tutor heather@polyglot.org

Attendance

You are expected to attend 100% of the course. If you are unable to attend any of the sessions for unavoidable reasons please inform the course tutors in advance. If you are unable to attend through sickness, please call to let Heather know.

Classrooms

The input and teaching practice sessions will take place in classrooms 28 and 31 on the first floor of the institute.

Library

The library has a range of CELTA related titles which you will be able to borrow and also has workspace areas. Numbers of books are limited so we request that you return books as soon as you can to ensure a wide circulation amongst you all. Clearance from the library will be needed at the end of the course. The library is open from 8am – 8pm Saturday – Wednesday and from 9am – 1pm on Thursday.

Cafeteria

There is a cafeteria near the entrance to the institute where you are able to get hot food as well as snacks, sandwiches, tea and coffee and soft drinks. The cafeteria is open from 9am until 8pm in the evening.

Photocopying and stationery

You will be able to photocopy lesson plans and materials at the institute. Please be careful with resources and avoid wasting paper and excessive copying. There will be a basic stock of stationery for classroom use (board pens etc) and we will provide folders for your portfolio.

1

Computers

You can access computers in the library and the learning resource centre (LRC). Passwords and usernames for this facility will have already been sent to you. If you have any difficulty with logging on, the library staff will be happy to help you.

The LRC (Learning Resource Centre) also has access to internet and limited English Language Resources.

Dress Code

The institute has a strict dress code and, as a result, please note that no jeans are allowed and ladies especially should dress modestly with shoulders and knees covered.

Certificates

Provisional Grades will be issued one week after the course has ended, after consultation with the external assessor.

Your certificate and course report will follow about six weeks later and we will notify you when they arrive.

Observation of Experienced Teachers

As you are aware, you will need to observe 6 hours of experienced teachers. This has been built into the course. You will do the first set of observations in the first week for 2 hours. A further 1 hour of live observation will follow mid way through the course along with 3 hours of DVD observation which you can do in your own time, or we will arrange a time when you can come to the institute as a group and watch the DVDs together. During your observation of experienced teachers you will be given observation tasks which focus on classroom management, aims and stages, error correction and so forth.

Teaching Practice

Teaching practice will take place from Saturday – Wednesday from 9am – 11am. After this you will have feedback with your peers and tutor and supervised lesson planning (SLP) where we can work on your next lesson. There are two classes: Elementary and Intermediate, and you will teach both levels. You will be given teaching points to help you plan your lessons and we will discuss these during SLP to give you the support you require. As the course progresses you will become more independent planners. Please be aware that during your teaching practice you need to show a good range of lessons.

2

Session 11. Getting to know you

2. Pre course task Q & A

3. CELTA 5

4. Timetable - input and TP

5. Any questions

6. Guided tour of facilities

Photocopying

Computer and library facilities

Cafeteria

Toilets

3

Week one: Sat 9th June Sun 10th June Mon 11th June Tues 12th June Wed 13th June

9.00-11.00 9.00 - 10.00 Intro to courseIntro to observations10.00-11.00Observation 1 hour

9-12pmTP 1 20 minsObservation 1 hour

TP 240 mins

TP 240 mins

TP 340 Mins

B R E A K

11.15-11.45 Discussion of observationIntro to TPTP preparation

12.15-12.45Feedback

Feedback Feedback Feedback

11.45-12.30 12.45 – 1.30

TP Questions

TP questions TP questions TP questions

L U N C H

1.45-3.15 Intro to language awareness 2.15-3.15Classroom management

Presenting new language context & meaning

Checking understanding

Language analysis The past

B R E A K

3.30-4.45 Learning styles Set assignment 1

Lesson typesPPP

Lesson planning Receptive skills 1Reading

Intro to phonologySet assignment 2

Notes 4.45 – 5.45Rehearse TP

4.45-5.45Rehearse TP

4.45-5.45Rehearse TP

Use lesson plan forms from today

4

Week two Saturday 16th June(Holiday?)

Sunday 17th June Monday 18th June Tuesday 19th June Wednesday 20th

June

9.00-11.00 DVD observationLexis 2

TP340 mins

TP 440 mins

TP 440 mins

9-12pmTP 5 40 minsObservation 1 hour (not your own class)

B R E A K

11.15-11.45 12.15-12.45Feedback

Feedback Feedback Feedback TutorialsSeamus and Heather

11.45-12.30 12.45 – 1.30TP Questions

TP questions TP questions TP questions

L U N C H

1.45-3.15 2.15 – 3.15 Modelling and drilling

Lesson types 2 Phonology 2 Phonemic script

Authentic materialsSet Assignment 3

B R E A K

3.30-4.45 Lexis 1 Seamus

Controlled and freer practice

Receptive skills 2Listening

Productive skills 2 speaking

Notes Assignment one dueProgress Report stage one

Full lesson plans from today

5

Week three Saturday 23rd June Sunday 24th June Monday 25th June Tuesday 26th June Wednesday 27th

June

9.00-11.00 TP 5 40 mins

ChangeoverTP6 40 mins

TP 640 mins

TP 740 mins

TP 740 mins

B R E A K

11.15-11.45 Feedback 12.15-12.45Feedback

Feedback Feedback Feedback

11.45-12.30 TP Questions 12.45-1.15TP questions

TP questions TP questions TP questions

L U N C H

1.45-3.15 Productive skills 1 Writing

Dialogues Language awareness The future

Set assignment 4 Error correction

B R E A K

3.30-4.45 Functions Timetabling and lesson planning for the rest of the course

Task based learning DVD observation

Free study time Using visuals

Notes Assignment 1 resubs dueAssignment 2 due

Assignment 2 resubs due

Assignment 3 due

6

Week four Saturday 30th June Sunday 1st July Monday 2nd July Tuesday 3rd July Wednesday 4th July

9.00-11.00 TP 840 mins

TP 840 mins

TP 960 mins

TP 960 mins

TP 960 mins

B R E A K

11.15-11.45 Feedback Feedback Feedback Feedback Feedback

11.45-12.30

L U N C H

1.45-3.15 Introduction to adult literacy Lexis 3 Other teaching situations

Getting a job in ELT Course evaluation

3.30-4.45 Phonology 3 Assessment in ELT TBC TBC Final course admin

Notes Assignment 4 due Assignment 3 resubs due

Assignment 4 resubs due

7

Group One - Lower to Higher

ELE

ME

NTA

RY

Firs

t hal

f

Sunday10th June

Mon11th June

Tuesday 12th June

Wed 13th June

Sat 16th JuneHoliday

Sunday17th JuneObserve other class

Monday 18th June

Tuesday 19th June

Wednesday 20th June

Saturday2nd July

TP 1 20 min

TP240 m ins

TP240 min

TP340 min

TP340 min

TP440 min

TP440 min

TP540 min

TP540 min

Arif Arif Adil Arif Dalinda Mohammed Dalinda Krishna ArifMohammed Mohammed Dalinda Mohammed Elaine Adil Arif Mohammed ElaineAdil Elaine Krishna Adil Krishna Elaine Krishna Elaine AdilDalindaElaineKrishna

INTE

RM

ED

IATE

EE

Sec

ond

half

Sat 23rd June

Mon 24th June

Tues 25th June

Weds 26th June

Sat30th June

Sun 1st July

Mon 2nd July

Tues 3rd July

Weds4th July

TP640 mins

TP640 mins

TP740 mins

TP740 mins

TP840 min

TP840 mins

TP960 mins

TP960 mins

TP960 mins

Adil Arif Arif Dalinda Arif Mohammed Arif Mohammed DalindaDalinda Mohammed Mohammed Elaine Dalinda Dalinda Adil Elaine KrishnaKrishna Elaine Adil Krishna Adil Krishna

8

Group Two - Higher to Lower

inte

rmed

iate

Firs

t hal

f

Week 1 Week 2

Sun 10th June

Mon11th June

Tue 12th June

Weds 13th June

Sat 16th June holiday

Sun 17th JuneObserve other class

Mon 18th June

Tues 19th June

Wed20th June

Sat2nd July

TP 1 20 min

TP240 m ins

TP240 min

TP340 min

TP340 min

TP440 min

TP440 min

TP540 min

TP540 min

Khalid Khalid Mahmoud Khalid Fatma Fahad Fatma Imtiaz KhalidFahad Fahad Fatma Fahad Mary Ann Mahmoud Khalid Fahad Mary AnnMahmoud Mary Ann Imtiaz Mahmoud Imtiaz Mary Ann Imtiaz Mary Ann FahadFatmaMary Ann Imtiaz

Ele

men

tary

Sec

ond

half

Week 3 Week 4Sun 24th June

Mon 25th June

Tues26th June

Weds27th June

Sat30th June

Sun1st July

Mon2nd July

Tues3rd July

Wed4th July

TP640 mins

TP640 mins

TP740 mins

TP740 mins

TP840 min

TP840 mins

TP960 mins

TP960 mins

TP960 mins

Mahmoud Khalid Khalid Fatma Khalid Fahad Khalid Fahad FatmaFatma Fahad Fatma Mahmoud Mary Ann Fatma Mahmoud Mary Ann ImtiazImtiaz Mary Ann Mahmoud Imtiaz Mahmoud Imtiaz

9

Lesson Observation 1

Instructions & TTT (teacher talking time) vs STT (student talking time)

As you watch, consider (and take notes on) the following:-

1. How much does the teacher talk?

2. How much do the students talk?

3. How much do individual students talk to each other?

4. How does the teacher get the students to talk?

5. How does the teacher give instructions?

6. How does the teacher set-up student-centred activities (pair/group work)?

7. What ideas will you try and incorporate in your own teaching?

It might be useful to make a note of what actual words / gestures etc the teacher uses for setting up activities and giving instructions – for future reference / use…!!

10

Lesson Observation 2

Student Understanding

In this class try to get into the skin of one of the students. Be unobtrusive about it, but nevertheless see if you can come to any conclusions.

Make notes about these points: -

1 Is the teacher using non-verbal techniques?

2 Is the teacher grading his/her language to the level of the students?

3 Is the teacher being clear and concise with instructions?

4 Is the teacher involving the students in building up the context?

5 Is the teacher checking understanding and concept thoroughly?

A L S O - Student Understanding

How is it brought about?

How do we check that it's happened?

How do we make sure it's still there?

How does it show itself?

11

Lesson Observation 3

Aims & Stages

The aim of this task is to work out how the lesson was done - did the teacher use experience/know-how/technique to achieve the aims, or in-depth planning, or what?

1 What were the teacher's overall aims (main aims)?

Did s/he achieve them entirely/partly/not at all?

Why, why not?

2 Could you distinguish all the stages of the lesson?

What were they?

How clear were they?

Did they contribute to the overall aims (main aims) of the lesson?

How many changes of focus were there?

Did they help the pace of the lesson?

Were they considered from the students’ perspective?

3 Did you learn/pick up anything new?

12

13

Lesson Observation 4

Error Correction

As you watch consider (and take notes on) the following:-

1 WHAT TYPE of error students make:

eg structure (grammar)

function (appropriacy / register)

vocabulary

pronunciation etc.

2 WHAT STAGE of the lesson the error occurs:

eg language clarification / presentation

restricted use / controlled practice

authentic use / freer activity (game/role play) etc

3 Is the error corrected? If so WHO corrected it?

4 HOW was the error corrected:

eg gesture

key-word prompt

fingers etc.

(It maybe useful to make a note of the exact technique used)

14

Written Assignment Overview

There are 4 written assignments. Please hand your completed assignments in by these deadlines. Assignment 4 is in three parts but you will receive one grade overall. Each assignment should be 750-1000 words.

ASSIGNMENT DATE IN1 Language Related Tasks Analysing various language structures for teaching purposes

Saturday 16th June

2 Focus on the LearnerA case study investigating the learning context and identifying areas of difficulty for a specific learner. Selecting and identifying appropriate materials to address their needs

Saturday 23rd June

3 Skills AssignmentPreparing a skills lesson (receptive and productive) using authentic material.

Wednesday 27th June

4 Lessons from the ClassroomIdentifying strengths and weaknesses in your own teaching and drawing implication for your continued professional development as a teacher.

Saturday 30th June

Each assignment will be returned to you with written feedback and grades as Pass, Resubmit or Fail. You should then put your assignment and tutor feedback sheet in your portfolio. You must not make any notes on your original assignments after they have been marked. Your assignments will be returned in a week. You have 1 week to return any resubmits.

Please note the following Cambridge ESOL regulation:

“Any written assignment which fails to meet the specified assessment criteria may be resubmitted on one occasion only. The grade awarded on resubmission should be recorded as Pass/Fail (on resubmission).”

All assignments need to be completed and given in at the beginning of the first session on the due date. Extension will not be given unless accompanied by a medical certificate. Assignments may be hand-written (legibly!) or typed. They should be free from errors of spelling, punctuation, vocabulary and grammar.

Make clear references to all resources you use. You may discuss the assignments with your peers, but you must submit your own work. Substantially similar assignment will not pass. Furthermore, Cambridge ESOL insists on severe penalties if plagiarised work is detected, including disqualification from the CELTA award.

15

Assignment 1 – Language Related Tasks

Approximately 500 words Submission date: Saturday 16th June

A VERB FORMS

For the examples below:-

1. Identify and describe the form of the underlined target language and transcribe it into phonemic script. Consider any phonological difficulties students may have (e.g. weak forms).

2. Describe the meaning, write concept questions (and their answers) to illustrate the meaning and use time-lines too (where appropriate).

3. Outline a teaching context for presenting the new language. You will probably find it useful to refer to course books for teaching ideas.

It’s a good idea to check course books as well as grammar reference books to help you with this assignment, particularly for tried and tested teaching contexts for part 3 of the question - often the grammar summaries in the back of these are very clear. At the end of the assignment include a bibliography of the materials to which you referred for guidance.

1. I had my suit cleaned.

2. She’s lived in France for two years.

3. a. I’m going to give him a tie.

b. I’ll give him a tie.

4. I wish I lived in a hot country.

16

B LEXIS

On a separate sheet answer the following for each word:-

a) At what level would you teach it? Give reasons.b) How would you teach the meaning – consider a context.c) Give concept questions you would ask to check meaningd) Mark the word stress and provide the phonemic transcription.

1 To stagger (verb)2 Reliable (adjective)3 Coach (noun) – form of transport4 Seldom (adverb)

Word Class Meaning Concept Check

(See Context)

Phonology

Shoplifter Noun (countable)

Person who steals from shops(a criminal)

NB: crime (shoplifting)

Did I work in a shop? YESDid he take the book? YESDid he pay for it? NODid he forget to pay for it? NODid he steal it? YES

Teaching Context – Meaning & UseI would teach this word at Intermediate level as part of a lexical set to do with criminals and crimes. This topic is often looked at in intermediate course books and lends itself a useful selection of relevant vocabulary (e.g. shoplifter / shoplifting, burglar / burglary, mugger / mugging). Once clarified these items can be practiced in a variety of student-centred and personalised ways. Students could talk about their own experiences of crime, crimes in their countries – discuss which crimes they consider to be the worst and why etc .I would tell a short picture story about witnessing a shoplifter stealing a dictDaElainery from a book shop where I worked. I would describe the man, how he took the book (not by accident) and left without paying.

Common pitfalls

Candidates are required to submit a completed bibliography

Candidates need to demonstrate correct analysis of the target language including correct terminology

Candidates are required to submit a short context or situation of how they would present this language for teaching purposes

Candidates are expected to demonstrate the correct phonological transcription of the target language

Candidates are expected to respect the word count although not strictly adhere to it

17

Language related tasks – sample answer

Target Language If she passed her exam she’d go to university

Label*

Meaning&Use

The 2nd ConditionalUsed here to indicate hypothetical but unlikely / improbable outcomes in the future. The speaker thinks it is unlikely that she will pass her exams, but there is still a small chance – the main clause (would+v1) shows the possible outcome (she would go to university). The absence of context (who the speakers are etc.) opens the possible uses – possibly regret (because she isn’t studying hard).

The past simple in the “if” clause is used to show that this is an unlikely / remote or small chance, although it is possible. A potential confusion for students is that we are using the past simple, but with a future meaning.

*Some examples may not have convenient labels (names of tenses etc.)

ConceptQuestions

1. When is the exam, past / now / future? now / future2. Is she a good student? no3. Do you think she will pass? no4. Is there a small chance she will pass? yes

FormThis structure is called the 2nd conditional

If + subj +V2 (past simple) (+ object / pronoun + noun)subj +would + V1 (base form / infinitive) (+ object / preposition + noun)

Phonology

Passed - /students may have problems with the final /t/ sound and make this 2 syllables (). The contraction / could cause a confusion with “had”. There is some linking with an inserted consonant sound to make the 2 vowel sounds flow easily (her exam) :

Teaching Context

This could be taught in contrast with the 1st conditional to show likely outcomes (if he passes his exam he’ll go to university).

2 students; one good, one bad, who have an exam next week. Show the mock exam results (hers very bad, his very good), and students can guess the final exam results. The same concept questions (different answers for 2,3 and 4) can be used to contrast the 2 structures.

A time-line is not particularly helpful other than to show that the hypothetical outcomes will be in the future.

18

Language Assignment Tasks

Use this sheet when you are presenting a grammar point at both Elementary and Intermediate level after the lesson planning 2 session on .

Language related tasks

Target Language

Label*

Meaning&Use

ConceptQuestions

Form

Phonology

Teaching Context

19

Lexis Tasks

Word Class Meaning Concept Check

(See Context)

Phonology

Teaching Context – Meaning & Use

20

Written Assignments

Language Systems related task Name ________________________________

Yes / No Comments

Analysing language correctly for teaching purposes Identification and appropriate description of meaning and formTranscription and appropriate description of phonologyAppropriate use of ELT terminology and referencing information from language awareness materials / sources Using written language that is clear, accurate and appropriate

Candidate GradingPass Comments

Fail

Re-submit

21

Assignment 2 – Focus on the Learner

750 – 1000 words Submission date: Saturday 23rd June

STUDENT CASE STUDY

This is a very practical assignment. It is designed to help you develop insight into students as people and learners. You do it by first assessing a student and analyzing their language learning strengths and weaknesses. You then select suitable published material which will help your learner improve their English .

You can select a student from the TP group or elsewhere and arrange a time to meet and interview the student. During the session you will need to tape part of your conversation with the student to help error analysis and give the students tasks to evaluate their reading/writing skills. (A complete beginner or advanced student is not desirable).

You can use the following headings to frame your assignment which should be between 750 and 1000 words in total, and written in language that does not impose a strain on the reader.

1. Background : a brief description of the student and reference to previous learning experiences

2. Learner Profile : refer to level, needs, motivation, and preferred learning styles3. General Ability : understanding stream of speech, grading required, repetition etc. as

demonstrated during the interview4. Grammar : give four examples of grammar errors for analysis and comment.5. Vocabulary: provide 4 examples of vocabulary errors for analysis and comment6. Phonology : provide four examples of errors in sounds, word stress and or intonation7. Speaking Ability : accuracy, fluency, range of structures, vocabulary and functions.8. Other Skills : comment on listening / reading / writing.9. Lesson Rationale : an explanation of the type of lesson you will teach, relating it clearly to

the needs of the student, based on your analysis.10. Materials & Resources : specific reference to the materials and resources you will use in the

lesson, and which would be appropriate to help the student to continue to develop.

Please do not hesitate to ask for clarification or guidance

22

Written Assignment Focus on the Learner Name _____________________

Yes / No Comments

Awareness of how learning backgrounds, learning experience and learning styles can affect learning

In parts

Identifying learners’ language systems / skills needs

In parts

Correct use of ELT terminology related to systems / skills

Yes

Selecting appropriate material / resources to aid learners’ language development

Yes

Providing a ratDaElainele for using specific activities with learners

Yes

Finding, selecting and referencing information from one or more sources

Yes

Using written language that is clear, accurate and appropriate

Yes

Candidate Grading

Pass Comments

Fail

Re-submit

23

Assignment 3 – Focus on Skills

750 – 1000 words Submission date: Wednesday 27th June

Choose a piece of authentic material (e.g. a newspaper article, part of a radio programme, car-hire leaflet etc.) and describe how you would use it in a lesson with either the Elementary or Intermediate TP group. You need to:

1. Do some background reading about receptive and productive language skills and using authentic materials - refer to and mention this in your rationale (see Chapter 6 & 8 respectively in “Learning Teaching” by Jim Scrivener).

2. Say why you have chosen this text (your rationale) for this specific group of learners (refer to their needs, interests, learning-styles). Remember to grade the tasks and not the materials!

3. Design a task that could be used with your text to develop students’ ability to read or listen for general understanding. Follow up with a task that could be used to develop their ability to read / listen for specific information.

4. Design 2 tasks that could be used to develop students’ productive skills once the receptive skills work outlined above has been done. One task should focus on developing students’ speaking skills, while the other should aim to develop writing. Include a brief outline on how you would set these up.

Common pitfalls

Be sure to mention your background reading and include it the source in your bibliography

Candidates need to link their class in with this material and include a rationale

Candidates need to demonstrate they are able to raise two meaningful tasks both receptive and productive inpart3

24

Written Assignments

Language Skills related task Name ________________________________

Yes / No Comments

Relating task design to language skills developmentCorrect use of ELT terminology related to language skills and sub-skillsSelecting appropriate material / resources to aid learners’ language & skills developmentUsing written language that is clear, accurate and appropriateCandidate Grading

Pass Comments

Fail

Re-submit

Assignment 4 – Lessons from the Classroom

750 – 1000 words Submission date: Saturday 30th June

This assignment is in three parts but you will receive only one grade for the whole assignment.

Part 1 (approximately 300 words)

Describe how your attitudes to teaching have changed over week one and what you now consider to be the most important elements of good English language teaching.

Provide a minimum of 2 concrete examples of both successful and unsuccessful practice you have seen in your peer observations and your observations of qualified teachers to support your opinions. Remember to use your notes from the observation tasks.

Part 2 (approximately 300 words)

Analyse a minimum of 3 of your own strengths and 2 weaknesses in the light of feedback from your students, peer and tutors. Please refer to specific examples from your TP.

Part 3 (approximately 300 words)

Outline the action you intend to take after this course has finished. This should relate to your weaknesses described in part 2 as well as specific ways that may develop your ELT knowledge. Please include a range of resources and ideas and be specific!

Common pitfalls

Candidates need to include why their attitudes to teaching have changed

Candidates need to include 2 unsuccessful and successful examples of teaching practice that they have observed

Candidates need to submit a convincing

Plan of action for when the course has finished including names of websites, conference etc just ELT conferences is not enough!!

Written Assignment : Lessons from the Classroom

Name ________________________________

Yes / No Comments

Ability to identify strengths and weaknesses in your own teaching in light of feedback and self-evaluation.Have identified which ELT areas of knowledge you need further development in.Clear description of how you might develop your ELT knowledge and skills beyond the courseUsing written language that is clear, accurate and appropriateCandidate Grading

Pass Comments :

Fail

Re-submit