CELTA Handbook

CELTA

July 2009

Main Course Tutor: Olga Goncharova

Assistant Tutor: Margaret Horrigan

Course Dates: 29th June – 24th July 2009

Course Number: C1/09

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 CELTA Handbook

CELTA - Certificate in English Language Teaching to Adults

The CELTA teacher training certificate is your first step to getting a teaching job
anywhere in the world. The CELTA course (like the Trinity TESOL) is internationally
recognised and unlike so many others NOT a self-validated TEFL course.

This course provides speakers of English with initial training in teaching English as a
foreign language, and leads to the internationally recognised qualification: the
Cambridge CELTA (Certificate in English Language Teaching to Adults). The course
is also suited to those who are already in the profession, but who have no formal or
practical teaching qualification. The courses are validated, and syllabus and
assessment criteria are determined by University for Speakers of Other Languages
(ESOL) of Cambridge English.
CELTA is accepted throughout the world by organisations which employ English
Language teachers. The Cambridge CELTA has been accredited by the
Qualifications and Curriculum Authority (QCA) at level 4 on the National
Qualifications Framework. Cambridge ESOL also works with international ELT
organisations to ensure the acceptance of CELTA globally.

You can take CELTA full time (typically four to five weeks), or part time (from a few
months to over a year). Your chosen course:
teaches you the principles of effective teaching
• provides a range of practical skills for teaching English to adult learners
• gives you hands-on teaching practice
• builds your confidence.
There are five main units of learning:
• Learners and teachers, and the teaching and learning context
• Language analysis and awareness
• Language skills: reading, listening, speaking and writing
• Planning and resources for different contexts
• Developing teaching skills and professionalism.
You will be assessed throughout the course, with no final examination. An external
assessor, appointed by Cambridge ESOL, moderates each course. There are two
components of assessment:
1. Teaching practice
You will teach for a total of six hours, working with classes at two levels of
ability. Assessment is based on your overall performance at the end of the six
hours.

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2. Written assignments
You will complete four written assignments: one focusing on adult learning;
one on the language system of English; one on language skills; and one on
classroom teaching.
To be awarded the certificate you must pass both components.
There are three grades - Pass, Pass ’B’ and Pass ’A’.

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LUNCH: 12.45-13.45 TP FEEDBACK: 13.45-14.30 (Friday 18.30-19.15)

TP PREPARATION: 14.30-15.45 TP: 16.15-18.15
16.15-18.15

Week 1
Day Sessions Tutor Other

Mon 9.30-11.00  Introductions and Course O/M Assignment 1

Administration (Focus on the learner)
11.15-12.45  Classroom management 1: Foreign M set
language lesson Live lesson observaion

Tue 10.00-11.15  Classroom management 2 O

11.30-12.45  Teaching grammar. PPP M

Wed 10.00-11.15  Reading lessons – sub-skills, task O

types, staging lessons
11.30-12.45  Focus on the learner: learning M
styles and needs analysis.
Assignment 2
Thu 10.00-11.15  Vocabulary I – analysis and O (Lessons from the
conveying meaning Classroom) set
11.30-12.45  Elicitation and concept checking M

Fri 10.00-11.15  Choosing and using teaching O

resources
11.30-12.45  Writing a full lesson plan M

Week 2
day Sessions Other

Mon 10.00-11.15  Presenting language from a text O Assignments 1 due

10.00
11.30-12.45  LA 1. Overview of tenses. Using M 13.45-14.30 –
grammar books. assignment prep/
consultation
Video observation

Tue 10.00-11.15  Functional language – functions, O Assignment 3

staging lessons (Language Related
11.30-12.45  Phonology I – phonemic script M Tasks) set

10.00-11.15  TTT approach O

Wed
11.30-12.45 From controlled to freer practice – task M
types, supplementary
materials
Assignments 2 due
Thu 10.00-11.15  Speaking lessons – task types, M 10.00
staging lessons, TBL
11.30-12.45  Error correction O
Assignment 4
Fri 10.00-11.15  Vocabulary II. Activities. Lexical O (Language Skills Related
approach Tasks)
11.30-12.45  Phonology 2 – connected speech M set

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Week 3
day input sessions Other

Mon 10.00-11.15  Writing lessons 1 – genre, task M Assignment 3

types, staging lessons due 10.00
11.30-12.45  Listening - sub-skills, task types, O 13.45-14.30 –
staging lessons assignment prep/
consultation
Live lesson
observation

Tue 10.00-11.15  LA 2 Modality M

11.30-12.45 Authentic materials – advantages and O

disadvantages, samples,
workshop

Wed 10.00-11.15  Working with mixed-ability groups O Video observation

11.30-12.45  Tutorials O/M

Thu 10.00-11.15  Writing 2- activities, feedback, error- M

correction
11.30-12.45  LA 3 Perfect aspect O

Fri 10.00-11.15  Phonology 3 – intonation M

11.30-12.45  Guided discovery O

Week 4
day input sessions Other

Mon 10.00-11.15  EFL: getting a job, career options M Assignment 4

(Language Skills
11.30-12.45  LA 4 Articles O Related Tasks) due
10.00

Tue 10.00-11.15  Testing and Exams M

11.30-12.45  Warmers, fillers, coolers, games O

Wed 10.00-11.15  Language acquisition and adult M

literacy
11.30-12.45  Teaching Young Learners O
Assessor’s visit
Thu 10.00-11.15  Teaching Business English and 1:1 M

11.30-12.45  As needed O

Fri 10.00-11.15  End-of-course administration O/M

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Teaching Practice Schedule

This schedule may be subject to change
Week 1
Date TP Who is teaching Time (minutes)
Mon 29th June Tutor 1 x 120
Tue 30th June 1 A, B, C 3 x 40
Wed 1st July 1 D, E, F 3 x 40
Thu 2nd July 2 B, C, A 3 x 40
Fri 3rd July 2 E, F, D 3 x 40

Week 2
Date TP Who is teaching Time (minutes)
th
Mon 6 July 3 C, A, B 3 x 40
Tue 7th July 3 F, D, E 3 x 40
Wed 8th July 4 A, B 2 x 60
Thu 9th July 4 C, D 2 x 60
Fri 10th July 4 E, F 2 x 60

Week 3 (change to new level)

Date TP Who is teaching Time (minutes)
th
Mon 13 July Tutor 1 x 120
Tue 14th July 5 A, B, C 3 x 40
Wed 15th July 5 D, E, F, 3 x 40
Thu 16th July 6 B, C, A 3 x 40
th
Fri 17 July 6 E, F, D 3 x 40

Week 4
Date TP Who is teaching Time (minutes)
Mon 20th July 7 C, A, B 3 x 40
Tue 21st July 7 F, D, E 3 x 40
Wed 22nd July 8 B, A 2 x 60
Thu 23rd July 8 D, C 2 x 60
Fri 24th July 8 F, E 2 x 60

Each candidate teaches 8 assessed lessons:

6 x 40 minutes = 4 hours
2 x 60 minutes = 2 hours

6 hours

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Teaching Practice Groups

Course tutors Olga Goncharova and Margaret Horrigan

Course dates 29th June – 24th July 2009

TP times 16.15 – 18.15

Trainees are divided into two TP groups:

Group 1 Group 2

A: A:
B:
B:
C: C:

D: D:

E: E:

F: F:

Each group teaches students at two different levels:

Group 1 Group 2

Weeks
1 and 2 Level: Pre-Intermediate Level: Upper Intermediate

Book: Straight Forward Pre Int Book: English File Upper Int
TP 1 - 4
Room: 14 Room: 11

Tutor: Tutor:

Weeks
3 and 4 Level: Upper Intermediate Level: Pre-Intermediate

Book: English File Upper Int Book: Straight Forward Pre Int
TP 5 - 8
Room: 14 Room: 11

Tutor: Tutor:

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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 please 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.

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Teaching Practice Grid

On this 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.

NAME Rdg Listg Spkg Wrtg Gram Voc Phon Func Other

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OBSERVATION TASKS

1. TASK I - Lesson parts

a. How is the lesson started?
b. What does the teacher do?
c. Write down the tasks and time devoted to them during the lesson?
d. Do Ls have enough time to solve the tasks?
e. Are Ls involved in the tasks?
f. Is there a clear ending in the lesson?
g. What did you like in a lesson? Why?
h. What didn’t you like? Why?

2. TASK II – Rapport
a. How do the learners react to the teacher?
b. Does the teacher use only English?
c. How much English is used during the lesson?
d. How does s/he refer to Ls? 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 a T use any system of gestures or signs?

3. TASK III – Class organization

a. Does T address the whole class only?
b. Do Ls work in pairs or groups?
c. How much time is devoted to one to one interaction and how much to pair/group work?
d. What does a T do during pair/group work? Does s/he monitor Ls? How?

4. TASK IV – Error correction

a. Are mistakes corrected immediately?
b. How are they 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 a T encourage self-correction?
e. Does s/he praise Ls?

5. TASK V – Pupils
a. Do they listen to the T and follow the instructions?
b. Are they involved in the lesson?
c. Are the concentrated and attentive?
d. Do they talk in their first langauge or English?
e. How do they show interest and boredom?
f. How are they seated throughout the lesson?
g. Do the change their seating positions at logical moments?

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6. TASK VI – 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 boardwork organised?
e. Are materials error-free?
f. Do the materials look professional?
g. Do the materials help or hinder achieving the overall aims? How?

7. TASK VII – Instructions & explanations

a. Note down all the T’s instructions.
b. Are they short and clear?
c. Does a 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?

8. TASK VIII – Skills based lessons

a. Note down all the steps which 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 achieved each task? How? Why?
f. How does each task lead up to the main aim?
g. Would you like to be a student in this class? Why?

9. TASK IX – 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. Are the new words or grammar structures form, meaning and use dealt with? 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. TASK 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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Assignment One: Case study

Set: Monday week 1
Due: Monday week 2 at 10.00 a.m.
Length: 800-1000 words (Note that you need to stick to the word limit)

AIMS
To develop your ability to assess the needs of a group of learners, and to act on this information
by finding appropriate material for language support.

PART 1
Find out from the rest of your TP group the information everyone collected on Day 1 about the
students, and using this information write a summary of the group: their ages, interests, reasons
for learning English, levels of motivation, learning styles and preferences and previous learning
experiences (you may use a chart for the group profile).
(approx 300 words)

PART 2
Observe the students closely during TP and note down some specific examples of their abilities.
Your examples should be of both the students’ mistakes and successful uses (that you consider
impressive for the given level). Your examples need to cover the following 4 areas:
a) ability to communicate (express their ideas, understand others with means available)
b) accuracy and range of grammatical structures
c) accuracy and range of vocabulary
d) pronunciation (individual sounds, natural flow of speech, intonation).
In your Part 2 you need to:
i. list examples of individual students’ abilities in a-d (2 or more for each area);
ii. considering those examples summarize the group’s strengths and weaknesses in a-d, and
comment briefly on the extent to which such strengths and weaknesses might be connected
with aspects of the students' learning backgrounds that you noted in Part 1.
(approx 500 words)

PART 3
Select a specific area which was identified as a weakness in Part 2, e.g. conditional sentences
or pronunciation of the /w/ sound. Find a suitable activity that would give the students
appropriate practice. You can select an activity either from your coursebook or from a book of
supplementary materials. Put into writing the aim of the activity, explain why you think it
would be suitable for the students and suggest a stage of a lesson it would be suitable for.
Please submit a referenced copy of the activity with the assignment.
(approx 100 words)

POTENTIAL PITFALLS
 Not providing links between sections, e.g. In Part 3, choosing a language area for development that you didn't
make any reference to in Part 2.
 Not including examples for all 4 areas (a-d) in Part 2.
 Not including both successful and unsuccessful uses in Part 2.
 In Part 2 forgetting to speculate about the link between the students’ abilities and their previous learning
background.
 In Part 3, not giving the aim of the activity, the rationale for your choice and the possible lesson stage.

Assessment criteria:
• showing awareness of how learners‘ backgrounds, previous learning experience and learning styles affect
learning
• identifying the learners‘ language/skills needs
• correctly using terminology relating to the description of language systems and language skills
• selection appropriate material and/or resources to aid the learners‘ language development
• providing rationale for using specific activities with learners
• finding, selecting and referencing information from one or more sources
• using written language that is clear, accurate and appropriate to the task
(Taken from the assessment criteria in the CELTA syllabus)

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INTERVIEW QUESTIONS - TP MON WK 1

Spend about 30 minutes interviewing 1-3 students from your TP class using the questions
below. Make sure that you elicit some specific answers, especially for questions 4-7. If
you have time left, let them/ help them ask you questions (e.g. where you come from,
your family, your future plans).

The rationale for this interview is, firstly, to help you grade your language appropriately
for the sts’ in a more intimate situation before having to stand in front of the whole
class. Secondly, the collected info will be used in your first written assignment.
1. What are their interests?

2. What do they do for a living?

3. How long have they been learning English?

4. Do they have any specific reasons for learning English?

(e.g. travel, work…)

5. Do they like learning English? Why?

6. In their previous learning experience, what kinds of methods

were used?

7. What did they enjoy about their previous learning?

8. Which areas of their English do they feel they need to work on?

 Learner English by Swan and Smith – This has a very good chapter on Russian
speakers, the type of mistakes they make and why they might be made. There are
photocopies available in Teacher Training.
(A full copy of this book is available for reading, not printing at
http://celta.wikispaces.com/file/view/Swan+%26+Smith+Learner+English.pdf.)

Online reading:
 http://hollymarg.wikispaces.com/CELTA+2

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Assignment Two: Language related tasks

Set: Thursday week 1
Due: Thursday week 2
Length: 750-1000 words

This assignment requires you to research, and reflect on, aspects of language. The
types of target language considered include grammar and vocabulary. You will be
asked to analyse concept, form and phonology as you need to do when planning
lessons. Please complete both Section one and Section two.

Section one: Grammar - Introduction

For each of the grammatical structures numbered from 1 to 3 you need

(i) to analyse the concept of the structure as used in the given context. Write a
sentence or two describing the concept.
(ii) to prepare concept checking questions which would be suitable for the level at
which the structure would be introduced. For some items other ways of clarifying
meaning may also be useful.
(iii) to describe any aspects of phonology which would require attention e.g. in the
modelling and drilling (and possibly the written record).
(iv) to analyse the form as you would on the board for the students to copy down.

Thus you need to hand in for each item (1 to 3):

(i) A few lines describing the concept – as clearly and concisely as possible
(ii) Concept checking questions
(iii) A few sentences discussing the aspects of phonology which would be
relevant and how you would deal with these in the modelling and drilling
(iv) A plan of your board analysis

Section one: Grammar - Example

Present progressive (continuous) elementary

Ann: Would you like to go to the movies tonight?

Sue: Sorry. I’m meeting Joe tonight. We’re having dinner.

(i) Concept.
This is a future arrangement. There are thus two aspects of meaning to check:
that the time reference is future and that the event has already been arranged.
The latter could be illustrated by the fact that Sue would possibly have this in her
diary and Joe would certainly know about it.

(ii) Concept checking questions

1. Is it present or future? – Future.

2. Is it a definite arrangement? – Yes.
3. Does Joe know? – Yes.
4. (possibly) Is it in Sue’s diary? – Maybe.

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(iii) Phonology

The main aspect of phonology to pay attention to would be the contracted forms
of the auxiliary verb ‘to be’ ie I’m, We’re. The language would be modelled with
this as the form ie ‘I’m meeting Joe.’ The teacher would then clarify the parts of
the contraction e.g. using fingers and asking the students ‘I’m’ - What word is
this?’ before remodelling the natural, contracted form to drill.

(iv) Language analysis on the board

/aim/ □ □ /ə/
I’│ m │ meeting │ Joe tonight.
S + be + Ving

Section one: Grammar - items for analysis

Please analyse the grammar items appropriately for the level indicated.

1. usually / sometimes (elementary)

Jane: What do you usually have for breakfast?

John: I always have a cup of coffee and sometimes I have a sandwich.

2. I’ve eaten ...... (pre-intermediate)

Rose: Have you tried Russian food?
Lynn? Yes, I’ve eaten Borsch and Pelmeni.

3. I wish I had .......( intermediate )

Alan: Catching the bus today, John?

John: My car’s broken down again. I’d really like to buy a new one – but I
can’t afford it. I wish I had enough money!

Section two: Vocabulary - Introduction

For each of the items from 4 to 6 analyse the word or phrase in italics in the following
ways:
(i) Briefly describe the concept of the word or phrase. (If there is more than one
common use, then mention this also.)

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(ii) Briefly describe a context or present a short dialogue which would contextualise
the most common use of the item and which would illustrate this concept for the
students.
(iii) Write the concept checking questions.
(iv) Comment on any anticipated difficulties with pronunciation and say how you
would attempt to avoid these.
(v) Show the written record that you would put on the board for the students to copy
down.
Section two: Vocabulary - Example
manage to (intermediate)

(i) Concept – with effort to succeed in doing something that is difficult.

(ii) Context
Tom and Brett are both studying at university. Yesterday Brett told Tom that he was
worried about the homework that he had to do. Today Tom asks Brett about the
homework:

Tom: Well, how was the homework?

Brett: Really difficult but I managed to finish it.

(iii) Concept checking questions

1. Did Brett finish the homework? – Yes.

2. Was it easy?- No, it wasn’t.
3. Did he have to try hard? – Yes, he did.
4. (perhaps) Is he happy about it? – Yes.

(iv) Anticipated difficulties (pronunciation)

Students may find it difficult to hear that the form is ‘managed’ rather than ‘manage’
because of the /d/ following. However, it is most often used in the past and so this
form is appropriate. The teacher would clarify this issue from the context after
modelling and before drilling – model, clarify, remodel. Students may be tempted to
pronounce the -ed as /ed/ once they know this is a past tense, especially as they
may find this consonant cluster challenging. Also students may stress the wrong
syllable and say ‘ managed’. The teacher would need to correct any such errors at
the individual drilling stage.

(v) Written record

□
to manage to (do something) (v.) His homework was hard but he managed to finish
it.

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Section two: Vocabulary - items for analysis

4. responsibilities (eg in a job: she has so many responsibilities.) (pre-intermediate)

5. moving (adj) ( eg a moving performance, a moving story) (intermediate)

6. didn’t mean to (intermediate)

Assessment Criteria:

Successful candidates must demonstrate that they can

1. analyse language correctly for teaching purposes

2. correctly use terminology relating to form, meaning and phonology when
analysing language
3. access reference materials and reference information they have learned about
language to an appropriate source and include details of referenced material

4. use written language that is clear, accurate and appropriate to the task

Online reading:

 http://hollymarg.wikispaces.com/Language+Analysis+Assignment

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Assignment Three - Language skills related assignment

Set: Tuesday week 2

Due: Monday week 3 at 10.00 a.m.
Length: 750-1000 words

Assignments not submitted on time may be referred.

In this assignment you are asked to identify the receptive language skills and / or sub-skills
that could be practised using a text. You should also identify productive language skills
that could be practised in relation to that text. In addition, you are asked to design tasks
in relation to the text and provide a brief rationale for your choices. Reference your
background reading. You should write between 750 and 1000 words.

Bearing in mind the group of students you are currently teaching, choose one of the texts for
a group of Upper-Intermediate students to develop and practise receptive skills (reading or
listening) and productive skills (speaking or writing).

Choose ONE of the suggested texts and:

1. Say how you would set the context for the topic of the chosen text.

2. Say what receptive language skills or sub-skills could be practised using this text

3. Design and submit 1 gist task and 2 detailed receptive tasks for practising these skills.
Describe precisely how you would set these up. Write a brief procedure.

4. Say what productive language skills – speaking or writing – could be practised in relation
to this text. Provide a rationale for your answer.

5. Design and submit one productive tasks for practising these skills. This could be either
writing or speaking. Include details of how you would set them it (brief procedure).

This assignment must be written in essay format (continuous prose) and double spaced. Please firmly
staple together all pages and include a copy of the text or tapescript you have chosen.

Suggested background reading:

‘Learning Teaching’ – Scrivener, Chapter 10
‘The Practice of English Language Teaching’ – Harmer, Chapters 5 and 10.

General Assessment criteria

• Relevance to rubric
• Task completion (ie: all areas of rubric addressed)
• Accuracy in factual content
• Accuracy in spelling, punctuation and grammar

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Assessment criteria (from Cambridge ESOL) – this assignment

• Correctly using terminology that relates to language skills and sub skills
• Relating task design to language skills practice
• Finding, selecting and referencing information from one or more sources using written
language that is clear, accurate and appropriate to the task.

Pitfalls to avoid:

 Not describing activities in sufficient detail.

 Not rationalising your choice of activities.
 Not designing one productive skills task.
 Not showing evidence of background reading.
 Exceeding the word limit.

The texts for this assignment are on the following pages.

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Vicious squirrel terrorises town

Metro, Thursday, November 7, 2002
A SMALL TOWN terrorised by a vicious squirrel was resting easy today after the
pest was shot by a vengeful grandfather.

This squirrel had been terrorising people around here for weeks

The people of Knutsford, Cheshire, were living in fear following numerous

unprovoked attacks by the grey squirrel.
Its victims included a man who was attacked as he mowed the lawn and a woman
who was bitten on the ankle as she walked along the street.
But the final straw came when the animal attacked two-year-old Kelsi Morley as she
took a morning stroll with her mother.
The girl stopped to admire the squirrel before it pounced on her face and sank its
teeth into her forehead.
Kelsi's mother, Karen Morley, had to pin the girl to the floor and pull the animal off her
face. The youngster was left bleeding heavily from a deep gash.
Kelsi's grandfather Geoff Horth was so incensed by the attack that he hunted down
the animal to a nearby copse and shot it dead with an air rifle.
Mr Horth's wife said: 'This squirrel had been terrorising people around here for
weeks. After the attack on Kelsi, my daughter phoned the environmental health and
the RSPCA but they didn't want to know.
'When Geoff saw what had happened, he just wanted to put a stop to it. He said if it
had bitten a child's face this time, what would it do next? He didn't want any more
children getting hurt.
'He went out on the evening and couldn't find it but he got it the next morning.
'He is sometimes asked by farmers around here to go out and shoot vermin on the
estates so he knows what he is doing and he is quite a good shot.'

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Madonna slammed over handgun heels

by ROSS McGUINNESS – The Metro, Tuesday, October 14, 2008

Madonna wore the pistol stilettos to the premiere of her new film
Madonna has been branded 'uncaring' by a British murder victims' group after she controversially
stepped out at the premiere of her new movie wearing a pair of shoes with handgun heels.

The 50-year-old singer wore the pistol stilettos at the New York screening of Filth And Wisdom, her
directorial debut. Instead of a normal heel, the Chanel shoes have a piece of metal in the shape of a
gun. The 'Miami Vice' shoe, made from plexiglass, is about to be sold across the world, and is the
brainchild of designer Karl Lagerfield.

But Madonna's fashion faux pas has been slammed by a UK victims' group. Lyn Costello, from
Mothers Against Murder And Aggression (MAMAA), said: 'I am horrified that Madonna can see these
shoes as fashion. 'As a mother herself I would have thought that she would have paused for a second
and thought about all the young people here and in her own country that have died because of gun
crime. She should have thought about all the young people that have died because of gun crime

'We need the whole of society to take responsibility and action in stopping the glamourisation of
weapons. 'Celebrities have a massive part to play and an icon like Madonna should have more sense.
'It's uncaring. Surely she reads the news and realises that young people are dying every day.'

Ms Costello even invited the pop star to contact MAMAA so she could see the devastation caused by
gun crime.

'When designers, stylists and celebs choose to turn weapons like guns and knives into fashion
accessories we have to question the message they are sending to their fans,' she added.

Just last month, pop singer Lily Allen made a similar mistake when she wore a necklace with a
machine gun pendant.

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Mum is addicted to chatrooms

MY little brother only goes to school a couple of days a week because my mum is too tired to take him.
I’m 19 and work in a factory. My mum had a job in a supermarket but she lost her job recently because she was
constantly late or not going in at all.

She’s not ill – she’s just addicted to a social networking site and spends all her waking minutes logged on to it,
chatting to “friends” from all over Europe.

She talks to about 100 people that she really doesn’t know at all and I don’t think it’s healthy.

She is on it all day from when she gets up, until the early hours or sometimes all night long. My little brother is
really suffering. He’s five and he’s looking tired because mum doesn’t put him to bed, he just takes himself off
when he’s ready.

He’s missed so much school that an official called around last week when I was home but luckily I fobbed her
off telling her Mum was away.

My mum’s exhausted too. She’s let herself go and doesn’t bother about herself or her personal hygiene.

She’s losing weight too – probably because we just eat out of tins most of the time.

I have to hold down my job to help out with the rent because Mum is on benefits.

She split up with her boyfriend recently and I think this may be the cause of her latest obsession. What can I do?

DEIDRE SAYS: It sounds as if your mother is using this website as her crutch when she’d actually benefit more
from having a good friend around.

When you’re both calm and quiet, tell her how worried you are about her and urge her to get some help.

Your little brother is her responsibility and it’s her duty to get him to school.

Fobbing the official off may have saved your mum embarrassment in the short-term but you deprived your little
brother of help he badly needs.
Your mum is neglecting him.
You’re old enough to cook a good meal for all of you so tell her you’ll do the shopping and ask her that each
night she takes time out to sit with you and your little brother for a meal.
That will remind her that you are all a family and there’s life beyond the computer.
Ask her then to put your little brother to bed properly, with a cuddle and a story, and to be sure to give him a
good breakfast and get him to school every morning.
If she doesn’t respond quickly, you must not let this situation drift on for your brother’s sake.
Talk to your family GP and your brother’s school and give them the full picture of what’s happening.
You and your mum can find support through Careline (0845 122 8622, www.carelineuk.org).

Sourced from ‘The Sun’ Online 14Oct08

http://www.thesun.co.uk/sol/homepage/deidre/teenworries/article1789983.ece

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Assignment Four: Lessons from the classroom

Set: Friday week 2

Due: Monday week 4, at 10.00
Length: 750-1000 words

This assignment requires you to reflect in some detail on your experience of the classroom
(both teaching and learning). Please address all sections. Note that you need to stick to the
word limit.

Your Teaching Practice

For parts A and B of the assignment you should refer to your tutors’ feedback forms of Week
2 and 3 TP, your self evaluation forms, notes on your observation of experienced teachers and
any other forms of feedback you have received (e.g. formal or informal feedback from
students and peers).

Part A: Teaching strengths

Begin this assignment noting 3 or 4 areas of teaching you feel confident in. Say why you feel
these are strengths of yours and give evidence / examples from TP to back your claims.

Part B: Areas to work on

Continue the assignment noting 3 or 4 areas of your teaching that still need some work. Say
why you feel these are problem areas for you and give evidence / examples from TP to back
your claims. Design an action plan for yourself that you can implement in your final lessons
of the course and once you have finished the course. Relate the action plan directly to the
areas you have identified. For each area to work on, aim for at least 3 things that you can
constructively do to work on that area.
You can write this part of the assignment in table format, using bullet points or in continuous
prose.

Your table might look like that:

Area to work on: Example from TP Action plan:

•
•
•

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Part C: Observation of your peers in TP

(i) Comment specifically on aspects of your colleagues’ teaching/lessons which have

illuminated any areas that you are working on.
(ii) Choose one aspect from the videos or live lessons of the experienced teachers you
watched and comment on why you thought it was useful.
(iii) Comment on how you are planning to develop your teaching skills after the
course.

This assignment can be written in continuous prose or using headings (as suggested above)
and bullet points.

Assessment criteria (Cambridge ESOL)

Successful candidates can

1. show (convincing) evidence of an ability to identify their own teaching
strengths and weaknesses in the light of feedback from learners, teachers and
tutors
2. identify which ELT areas of knowledge and skills they need further development in
3. describe in a specific way how they might develop their ELT knowledge and skills
beyond the course
4. use written language that is clear, accurate and appropriate to the task.

Example of trainee’s self evaluation:

GOOD EXAMPLE - ELICITING
In a lesson on directions at elementary level, I was trying to elicit the question “How do I get
to the bank?” I failed to get any response because my language was too difficult and indirect.
I said, “What question do you ask if you want to know how to find a bank?” I should have
just said, “You want the bank. What do you ask me? (and start prompting the language: How..
How do I…How do I get…etc.).

POOR EXAMPLE
It is important to be direct when trying to elicit language. In a lesson on directions, I didn’t
succeed because my language was too roundabout.

Example of trainee drawing on what he/she has observed in other teachers:

GOOD EXAMPLE – ERROR CORRECTION
My observation of Tony, an experienced teacher, showed me how effective students’ self
correction of error can be. The student had said, “I go to my mother’s house last night”. Tony
repeated “I” then paused and made a gesture indicating past time. As a result, the student
knew exactly what the mistake was and managed to correct himself. I have tended to correct
students myself, automatically, but would like to try this technique as a way of having
students participating more in the learning process.

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POOR EXAMPLE
Tony, an experienced teacher, was very good at error correction. He got the students
correcting themselves.

Example of trainee drawing on feedback received from TP tutor:

GOOD EXAMPLE – CONCEPT CHECKING
I have had some success with concept checking. In TP 6, I had to concept check the meaning
of “The plane leaves at 10.00”. I asked the students the following questions:
Am I talking about now or the future? The future
Is this event on a timetable? Yes
My tutor commented on how appropriate these questions were and I realise how important it
is to plan them in advance, so that I avoid using the target language and check the meaning of
the grammar item, not the surrounding vocabulary.

POOR EXAMPLE
Concept checking is very important. Without it, students don’t get the meaning and the
teacher cannot tell how much students have understood. I find it quite easy though, as my
tutor commented in TP 6.

NB
Notice how the good examples are:
• specific, focused and personal
• backed up by examples
• reflect on the learning/teaching process
• take on board feedback

Potential Pitfalls
 Not mentioning and / or justifying the student’s learning style with examples from the
classroom.
 Not giving clear reasons as to why the student might have made the error.
 Not linking your tasks to the student. I.e. if the student is analytical then the tasks
should be appropriate for that learning style.
 Not giving a clear rationale of why the task is appropriate for the student and linking
it to learning style.
 Not including the material! (Please photocopy and attach them.)
 Exceeding the word limit.

Criteria for assessment

Candidates should

 Show awareness of how a learner’s background, previous learning experience and

learning style affect learning
 Identify the learner’s language/skills needs
 Correctly use terminology relating to the description of language systems and language
skills
 Select appropriate material and/or resources to aid the learner’s language development
 Provide a rationale for using specific activities with a learner

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 Find, select and reference information from one or more sources and include details of
referenced material
 Use written language that is clear, accurate and appropriate to the task

Recommended Reading

Online reading:
 http://hollymarg.wikispaces.com/CELTA+4

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Language Analysis Sheet: GRAMMAR

Complete this, as far 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 plan in your lesson).

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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Lesson Plan Template

Teacher: Tutor:
Level: Date: Time& Duration: TP#:

Main aims:

Assumed knowledge:
Anticipated problems for students and possible solutions:
Anticipated problems for teacher and possible solutions:
Teacher’s self training aims:
Materials:
Timing, Stage & Procedure Aim
Grouping

Also avaiablbe online at http://celta.wikispaces.com/file/view/Lesson+Proforma.doc

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TP Self Evaluation Sheet

Name:………………..
Date: Signature: ………………

Please fill out one of these sheets after each of your TP lessons and give it to your tutor by 9:45 the following
day.

What were the overall aims of the lesson?

To what extent were these aims achieved? Why do you think this?

What changes (if any) did you make to your plan? What were the reasons for these changes?

What areas do you feel that you made the most progress in? Why?

What would you do differently next time?

Are there any questions you’d like to ask the tutor?

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Handbook quiz

1. ow 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 the
lesson?
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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CELTA 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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CELTA End of Course Feedback

We would really appreciate your comments and feelings on the course. These
comments are extremely valuable to us in our never-ending search for new input
slots and perspectives. We will act on the suggestions you make and, wherever
possible, these will have an effect on the next course. The comments you make
cannot affect your grading in any way.

INPUT SESSIONS

OBSERVATIONS

THE TIMETABLE

ASSISTED LESSON PLANNING

TP FEEDBACK

ASSIGNMENTS

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Daily Notes:

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