CAMBRIDGE CERTIFICATE IN
ENGLISH LANGUAGE TEACHING TO ADULTS
CELTA COURSES 2013
Information pack
1. Introduction to Cambridge CELTA and course description……………………….…....2
2. Overview of main course content…………………………………….………….………………....3
3. Course dates and fees……………………………………………………………………………………….6
4. Applying for the Cambridge CELTA at Embassy CES……………………………………….8
5. Quotations from participants on recent courses at Embassy CES…………………. 9
6. FAQ……………………………………………………………………………………………………………………10
7. Application form……………………………………………………………………………………………….11
8. Pre-interview task…………………………………………………………………………………………….13
Appendix: Sample timetable.……….……………………………..………………………………..…...19
Ms Katherine Palmer
Student Services Manager
Embassy CES
8 Grange Road
Cambridge
CB3 9DU
United Kingdom
E-mail: kpalmer@studygroup.com
Telephone: (+44)1223 345650
Fax: (+44) 1223 345651
1. Introduction to Cambridge CELTA and course description
University of Cambridge ESOL examinations are the world's leading range of
certificates for learners of English. Each year they are taken by over 2 million
people, in 130 countries.
Cambridge ESOL's world-renowned Teaching Awards provide a route into the
English Language Teaching career for new teachers and first class development
prospects for experienced teachers.
These awards are recognised worldwide. They include the Certificate in English
Language Teaching to Adults (CELTA), which is the best- known and most widelytaken initial English language teaching qualification in the world.
For
more
information
about
Cambridge
ESOL
please
go
to:
www.cambridgeassessment.org.uk/ca/About_Us/Our_Structure/Exam_Boards/Cambridge_ESOL
Embassy CES Cambridge is a long established and well-equipped Cambridge
language school with an international reputation for quality courses and personal
service. We teach English to adult foreign students from all over the world and
prepare them for internationally recognized examinations.
This course provides initial training leading to the Cambridge Certificate in English
Teaching
to
Adults
(CELTA)
-
the
most
widely-recognised
international
professional qualification for English language teachers.
Candidates are usually university graduates or qualified teachers, but must have
a minimum standard of education that would allow entry to Higher education in
their country. You need not have English as your first language provided that your
awareness and competence in written and spoken English enables you to follow
the course without hindrance. This will be evaluated as part of the interview
process. The minimum age requirement is 18.
2
2. Overview of main course content

Language awareness: how English works, basic concepts and terms used to
describe form and meaning in language and language use, language skills, and
syllabus design

Learning and teaching: educational backgrounds and traditions of learners,
motivations, different learning styles.

The principles and practical realities of planning for effective teaching;
selecting and adapting materials for learning activities and tasks

Classroom management: teaching skills, classroom presence and control,
monitoring and evaluation.

Resources and materials: selection, use and evaluation of commercial and
non-published resources.

Professional development as a teacher: self assessment of strengths and
weaknesses, working as teacher, colleague, employer.
The 4-week course is intensive, and requires a full-time commitment. Lectures,
workshops and observation of experienced teachers take up roughly half the
contact time. Teaching practice takes up the other half, and is conducted in small
groups with a teaching practice supervisor. During the course you will be
observed by two tutors. Teaching practice includes guided preparation of the
lesson to be taught, and classroom teaching practice followed by analysis,
reflection and feedback.
Completion of lesson planning and the four set written assignments take place
outside course contact time. Individual and group tutorials are held to monitor
and discuss progress. A generous amount of supervised lesson planning (SLP)
time supports the trainees with adequate staging and designing the lessons.
Input sessions
Each morning there are usually two or three workshops or seminars in which all
course participants are together. These sessions are essentially practical, looking
at ideas that you can immediately use in the classroom. For example, in the first
week you might have seminars on "Ideas for teaching grammar", "Using a text in
class" and "Introduction to language analysis".
The seminars are mainly on
3
teaching methodology, although some sessions will focus on participants'
awareness of the English language.
Lesson observation
Part of the morning programme will be devoted to lesson observation of
experienced teachers. You'll see a normal English language class at work; which
will help you to put some of what you're learning into perspective. There will be 8
hours of observation.
Teaching Practice
In the mornings you work as a group of up to 10 trainees. In the afternoons we
split you into smaller teaching practice groups, usually with 5 trainees. Each
group has a tutor whose job is to help you prepare lessons, observe your teaching
and lead feedback sessions.
You will teach a total of 6 hours on the course. You do not teach every day, but
you will teach most days. When you are not teaching you will observe your peers
teaching in order to give them helpful feedback on their own work, which, in itself
will prove very instructive to you.
Your students will be "real, live" foreign students in classes especially formed for
the teaching practice. Typically the classes will be of mixed nationality and multilingual, mainly young adults of 18 - 26.
You will teach classes of at least two
different levels, including a low level.
Initially you will be given a great deal of help in preparing lessons, but you will
become more independent as the course proceeds. We aim for you to be
reasonably independent at planning your lessons by the end of the course.
TP Feedback
Usually feedback on the lessons is time-tabled for the following morning (though
it can also follow directly after and on the same day as Teaching Practice). This is
an opportunity for you to reflect on how you taught, to listen to your peers give
their views and to hear the tutor's comments.
4
The aim is to give useful feedback honestly and supportively so that you can learn
from your experience and put this into practice when you prepare future classes.
The tutor will also give you some detailed written feedback.
Assessment
There is no final written examination. Assessment is based on your performance
throughout the course in the teaching practice and written assignments. Your two
tutors will meet at the end of the course to determine your grade. The course is
assessed in accordance with University of Cambridge Examinations Syndicate
guidelines. The assessment is continuous (i.e. throughout the course) and
integrated (all components count towards the final grade). The assessment is
externally moderated by an assessor approved by Cambridge.
Candidates whose performance meets the specified criteria are awarded a Pass.
Those who demonstrate a significantly higher level of achievement in their
classroom teaching skills may be awarded a Pass (Grade B). And those who, in
addition to this, demonstrate a significantly higher level of achievement in
relation to their lesson planning and awareness of the teaching and learning
processes may be awarded a Pass (Grade A). Participants also receive a detailed
teaching profile.
5
3. COURSE DATES AND FEES 2013
Embassy CES in Cambridge only offers full time courses that last for four weeks.
- 25th February – 22nd March
- 13th May - 8th June
- 28th October – 22nd November
Course fees: £1,350
Fees include: £200 deposit paid on acceptance
£123 candidate entry fee
Host family accommodation: £164.00 per week single room & 2 meals per
day.
Residential accommodation: £196.00 per week single room en suite self
catering.
Payment of fees
Payment of all course fees must be made at least 28 days in advance of the start
of the course on which the participant has reserved a place.
In cash: For those paying in person, please call at the school within office hours
Monday to Friday between 08:30 – 17:00.
By Sterling Cheque: Cheques must be made in sterling and should be made
payable to Embassy Educational Services UK Limited.
By Credit Card: To make a credit card payment by phone, please call +44 (0)
1223 345650 to give your details.
By Bank Transfer: Make payment to Embassy Educational Services UK Limited,
National Westminster Bank PLC, 103 Church Road, 103 Church Road, Hove, East
Sussex, BN3 2BS. Bank account number 01025996. Bank sort code 536102.
Please note that money transfers can take some time to complete. In order to
speed up the process, please specify your name, student number and invoice
number. Please advise us once payment has been made by faxing, or sending, a
copy of your transfer document to us along with your name and address.
Please also note the following conditions:
A place on the programme cannot be reserved without the payment of a deposit
of £200.00 to secure your place. This deposit is non-refundable and nontransferable.
The balance of the fees must be paid at least 28 days (4 weeks) before the start
date of the course on which the applicant has reserved a place.
In the case of cancellations being made less than four weeks before the beginning
of the course on which a participant is booked, requests for refunds can only be
considered if we have been able to fill the place at short notice. The deposit is not
refundable.
Applicants are advised to insure against the enforced cancellation or curtailment
of their participation on the course in the event of illness or injury. In case of
curtailment, fees cannot be transferred or refunded.
Please note that acceptance of a place on the CELTA will indicate an acceptance of
all conditions outlined above.
7
4. APPLYING FOR THE CAMBRIDGE CELTA
Your first step is to complete the application form and the pre-interview task
and return them to the school:

The enclosed application form (see 7. below)

The enclosed CELTA pre-interview task (see 8. below)

You may return the application form and pre-interview task by email to
Katherine Palmer kpalmer@studygroup.com or by post, to Embassy CES, 8 Grange
Road, Cambridge CB3 9DU.
Once we have received your application, we will arrange an interview for you with
one of the course tutors. In certain cases, we can arrange a phone interview but
a face to face interview is preferred. The aim of the interview is to find out if the
course is right for you and if, in terms of knowledge and skills, you are likely to be
successful on it. If both you and the interviewer are satisfied, then we will offer
you a place.
For many courses there is a considerable demand for places. You are welcome to
phone in and find out about the availability of dates.
5. QUOTATIONS FROM PARTICIPANTS ON OUR RECENT
COURSES
These quotes are from written feedback given by participants at the end of recent
Certificate courses:
"Very intensive, stimulating, encouraging & down-to-earth"
"I rate it very highly"
"I found the course consistently challenging. I feel satisfied that I have learnt as much about
teaching as I could have learnt in one month."
"Super tutors - well-qualified and experienced."
"An excellent course - well thought out and put together - well presented."
"I found the tutors both empowering and extremely helpful. Their sole concern, it seemed to
me, was to serve my development as an effective TEFL teacher."
"Very enjoyable"
"The course fulfilled my highest expectations"
"When I was choosing a TEFL course I selected your institute because of reputation.
course outshone my expectations."
"A great course in every respect."
"The students were lovely and there is a great atmosphere in the school"
"Very professional"
"What a team!"
"I got much more than I expected"
"Probably one of the biggest learning experiences of my life."
“Very motivating”
“I can do nothing but wholeheartedly recommend this course”
The
6. FAQ
What is CELTA?
CELTA is an initial qualification for people with little or no previous teaching
experience and opens up a whole world of exciting teaching opportunities.
Because it is awarded by Cambridge ESOL, part of the world-famous University of
Cambridge, you can rely on its quality and recognition.
Over 10,000 people successfully complete a CELTA course each year.
How does CELTA relate to TEFL/TESOL?
'TEFL' or 'TESOL' are terms often used to describe qualifications for English
Language teachers. CELTA, the most widely taken initial TESOL/TEFL qualification
of its kind in the world, was previously known as CTEFLA and the 'RSA certificate'.
Who is CELTA for?
CELTA is suitable for a wide range of people. It is the ideal qualification for those
who want to start English language teaching anywhere in the world. It is also
suitable for people who want a career break or change and for those already
teaching English who have no formal qualification.
Who recognises CELTA?
CELTA is accepted throughout the world by organisations which employ English
Language teachers. The Cambridge CELTA has been accredited by Ofqual (the
Office of the Qualifications and Examinations Regulation) at Level 5 on the
National Qualifications Framework for England. Cambridge ESOL also works with
international ELT organisations to ensure the acceptance of CELTA globally.
Am I eligible to apply?
Ideally you should:

have a standard of education equivalent to that required for entry into
higher education

be aged 18 or over

have a standard of English which will enable you to teach at a range of
levels.
Centres may still accept you if you do not have formal qualifications at this level
but can demonstrate that you would be likely to complete the course successfully.
How do I apply?
CELTA courses are designed by individual centres, based on specifications
produced by Cambridge ESOL. They are available at over 286 approved centres in
54 countries, providing almost 900 CELTA courses every year.
7. APPLICATION FORM
Please type or write clearly in BLOCK CAPITALS
CELTA COURSE START DATE REQUIRED:
First name(s)
Family name
Daytime phone (inc. country/area code)
Sex
M
F
Date of Birth
Nationality
Mother tongue
Home address
Tel.
E-mail
Address for correspondence (if differs
Tel
from above)
E-mail
Present occupation
Final qualification at secondary/high
Final qualification at university/tertiary
school (inc. year)
level (inc. year)
University/college attended
Main subject(s)
Professional qualifications (other than ELT)
11
Career experience
English language teaching profile (teaching experience and courses attended to
date)
Foreign languages other than English (indicate your level)
English language level if English is not your mother tongue
Please write about your level & confidence in English
English language examinations you have passed - include date & grade/score
Cambridge CPE
TOEFL
Cambridge CAE
IELTS
Cambridge FCE
Other
Any disabilities or health problems?
Yes / No
(If Yes- please give details)
ACCOMMODATION REQUIRED?
Type: Self-catering
Yes / No
Guesthouse
hotel
host family
Special accommodation needs?
Do you smoke?
Yes / No
Will you have a car with you?
Yes / No
How did you hear about CELTA?
I have read and agree to the course terms in Section 3 of the information pack.
Signed ……………………………………………………………………………
12
8. PRE-INTERVIEW TASK
Part One
It is highly recommended to use a grammar book to help you answer these
questions. For the language analysis task we recommend using Practical English
Usage by Michael Swan, Oxford University Press and English Grammar in Use by
Raymond Murphy, Cambridge University Press; for methodology we suggest
Learning Teaching by Jim Scrivener, Macmillan. It is acceptable to use the
internet, but please make sure you use a reliable source.
Please name the sources you have used: ……………………………………………………………
………………………………………………………………………………………………………………………………..
1.
They
2.
Label the part of speech for each of the words in the following sentence
made
their
way
slowly
across
the
deserted
square
(i) What is the difference in meaning between the following sentences?
(ii) Identify the grammatical structure underlined in each sentence
(a)
When I arrived at the station the train left
(b)
When I arrived at the station, the train was leaving
(c)
When I arrived at the station the train had left
(a)
She had her house painted
(b)
She had painted her house
(a) He stopped to smoke a cigarette
(b) He stopped smoking cigarettes
(a) You must see him
(b) You must have seen him
3.
Spot the mistake in the following sentences and correct it.
(a)
I have 25 years
(b)
Borrow me your pen, will you?
(c)
I like my coffee too hot
(d)
Can you remember me to go to the bank?
(e)
I’m feeling nervous about my exam tomorrow
(f)
I am absolutely agree with you
(g)
You must precise your destination
(h)
She remarked a suspicious looking man in the doorway
(i)
It’s not sure it’ll rain today
(j)
I’m boring with this exercise
14
Part Two
Choose five adjectives of more than one syllable that describe your personality.
For each adjective mark the stressed syllable - as in these examples: creAtive
adAptable
1.
2.
4.
5.
3.
15
Part Three
In everyday English the sentence "What are you going to do?" could be
pronounced something like "Whataya gonna do?" or "Whatcha gonna do?" Make
an argument for and/or against teaching foreign students this pronunciation.
Consider their needs as speakers, listeners, writers and readers.
Part Four
Use a chart or diagram to represent your progress through your career and/or life
to date. The choice of design and what information you include or leave out is
entirely up to you - but find some way to give us a sense of who you are and
what you've done.
17
Part Five
Please write a short composition (200 words approx) in answer to the question
below. Please write complete sentences and paragraphs - don't use note form.
Please describe what you would like to do if you pass, and which aspects of the
course you think you will find most challenging. Please also mention your present
occupation and your most recent qualifications.
18
Sample CELTA Course Timetable
WEEK 1
Monday
Tuesday
Wednesday
Thursday
9.30
Course Orientation
&
Language Lesson
9.30
Teaching
a skill 1:
Reading
9.00
Observation 1
9.50
Phonology 1
11.00
11.00
9.00
Form, Function,
Meaning, Use &
Phonology
Setting up first
assignment
10.30
8.45
Pre-course task
review + question
time
9.30
Clarifying Meaning
11.00
11.30
Role of the Teacher &
Learners’ Needs
11.30
Teaching
Vocabulary 1 /
Visual Aids
11.05
Observation 2
11.55
Giving Instructions
11.30
Introduction to
Lesson Planning
1.00
1.00
12.30
1.00
2.00
Supervised Lesson Planning
(SLP)
3.00
3.00
Classroom tasks:
Whiteboard / Tape recorder
+ Video Viewing Task Vocab. teaching
4.00
3.30
Trainees testing
+ Meeting students and
assisting w. marking
2.00
10.50
Coffee break
11.30
Ways of staging
a Language
Focus Lesson
1.00
Lunch break
2.00
SLP
SLP
3.15
3.30
Teaching Practice
(TP)
Feedback
3.15
3.30
2.00
Friday
1.45
SLP
3.15
3.30
SLP
2.15
2.30
TP
TP
TP
Feedback
Feedback
Feedback
WEEK 2
Monday
Tuesday
Wednesday
Thursday
Friday
9.30
9.00
9.30
Setting up &
Exploiting Tasks
Reflection on
teaching & learning
11.00
Coffee break
11.30
Free Production /
Speaking Skills
9.00
9.30
1.00
Lunch break
1.45
Delayed Feedback
2.15
SLP
3.15
3.30
TP
12.45
Controlled practice
activities
Observation 3 & 4
11.00
10.35
11.30
LI Factors and
Correction
11.00
Teaching a skill 2
Listening
1.00
12.30
2.15
SLP
3.15
3.30
TP
1.45
Delayed Feedback
2.15
SLP
3.15
3.30
TP
Writing skills
Vocabulary 2
10.30
11.00
11.00
Observations 5 & 6
11.30
Stage 2 Tutorials
(including delayed
feedback)
+ ULP
1.45
Delayed Feedback
2.15
SLP
3.15
3.30
TP
WEEK 3
Monday
Tuesday
Wednesday
9.30
The Learner &
the Learning
Context
11.00
9.30
Phonology 2:
Stress
11.30
Present Forms &
Aspect
11.30
Identifying
Teaching Points for
final phase of TP
1.00
9.30
9.30
Integrated skills/
Conditional /
Authentic
Hypothetical Forms
materials
11.00
11.00
Coffee break
11.30
11.30
Exploiting course
Video Observations
books
7&8
1.00
2.15
SLP
3.15
3.30
11.00
1.00
Thursday
1.00
1.45
Delayed Feedback
2.15
SLP
Lunch Break
1.45
1.45
Delayed Feedback
Delayed Feedback
2.15
2.15
SLP
SLP
3.15
3.30
3.15
3.30
TP
With new group
TP
3.15
3.30
TP
Friday
9.30
Past Forms
11.00
11.30
Stage 3 tutorials (if
needed)
+ Delayed Feedback
1.00
ULP
2.30
TP
Immediate Feedback
after TP
TP
WEEK 4
Monday
Tuesday
Wednesday
Thursday
Friday
9.30
Modal Verbs
9.30
Phonology 3
9.30
Types of Syllabus
9.30
Final Administration;
Using the Internet
11.00
11.00
11:30
Roleplay
11.30
Future Forms
11.30
Literacy Skills
1.00
1.00
11.00
Coffee break
11.30
Devising Tests for
EFL
1.00
Lunch break
1.45
Delayed Feedback
2.15
ULP
3.15
3.30
TP
9.30
Careers in TEFL /
Professional
Development
11.00
11.30
Course Feedback &
Goodbyes
1.00
2.15
ULP
3.15
3.30
TP
1.45
Delayed Feedback
2.15
ULP
3.15
3.30
TP
1.00
1.45
Delayed Feedback
2.15
ULP
3.15
3.30
TP Immediate
Feedback after TP
11.00