Handbook APRIL 2019

CAMBRIDGE CELTA
Lahore, Pakistan
APRIL 1-27, 2019

TABLE OF CONTENTS
Cambridge Criteria Summary ............................................................................................................ 6
Lesson Planning: Frameworks ........................................................................................................... 7
Lesson Frameworks ....................................................................................................................................7
Lesson Plan Template .................................................................................................................................8
Lesson Planning: How to ........................................................................................................................... 11
The Cover Page .................................................................................................................................................................. 11
Procedure Page .................................................................................................................................................................. 14
Language analysis........................................................................................................................... 17
Grammar Analysis Template ..................................................................................................................... 17
Vocabulary & Functional Language Analysis Template ............................................................................... 18
Grammar Analysis Example....................................................................................................................... 19
Vocabulary Analysis Example .................................................................................................................... 21
Functional Language Analysis Example ...................................................................................................... 22
Assignments ................................................................................................................................... 23
Administration ......................................................................................................................................... 23
Assignment 1: Skills Related Task .................................................................................................... 24

Assignment 2: Language Related Task ............................................................................................. 27
Assignment 3: Focus on the Learner ................................................................................................ 33
FOL Worksheet - p. 1: Profile ............................................................................................................................................ 36
FOL Worksheet - p. 2: Analysis of Skills ............................................................................................................................ 37
FOL Worksheet - p. 3: Analysis of grammar and pronunciation ...................................................................................... 38
FOL Checklist ..................................................................................................................................................................... 39
Student Writing Sample .................................................................................................................................................... 40
Assignment 4: Lessons from the Classroom ...................................................................................... 41

Plagiarism Policy ............................................................................................................................. 43
Cambridge Grade Descriptors .......................................................................................................... 44
Final Report Example ...................................................................................................................... 45
Centre Complaints Procedure .......................................................................................................... 47
Observation tasks ........................................................................................................................... 48
Observation of Tutor or Experienced Teacher - A ....................................................................................... 48
Observation of Tutor or Experienced Teacher - B ....................................................................................... 49
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Day 1: Learner/Class Profile ..................................................................................................................... 50
Observation Task 1: Rapport and Dynamics ............................................................................................... 51
Observation Task 2: Teacher Talk .............................................................................................................. 52
Observation Task 3: Setting Up Tasks ....................................................................................................... 53
Observation Task 4: Monitoring Effectively ............................................................................................... 54
Observation Task 5: Lesson Planning ......................................................................................................... 55
Observation Task 6: Staging and Aims ...................................................................................................... 56
Observation Task 7: Things I’d Like to Steal............................................................................................... 57
Observation Task 8: Things I’d Like to Steal............................................................................................... 58
Observation Task 9/10: Changeover > New Group Profile & Analysis (FOL) ................................................. 59
Observation Task 11: Achievement of Aims/Learning Outcomes ................................................................ 60
Observation Task 12: Achievement of Aims/Learning Outcomes ................................................................ 62
Observation Task 13: Feedback ................................................................................................................. 64
Observation Task 14: Feedback ................................................................................................................. 66
Observation Task 15: Self-Directed Task ................................................................................................... 68
Observation Task 16: Self-Directed Task ................................................................................................... 69
Observation Task 15/16: The Lesson as a Journey ..................................................................................... 70
Self-evaluation tasks ....................................................................................................................... 76

Self-Evaluation TP 1: Rapport, Dynamics & TTT ......................................................................................... 76
Self-Evaluation TP 2: Setting up activities & Monitoring ............................................................................ 78
Self-Evaluation TP 3: Planning .................................................................................................................. 80
Self-Evaluation TP 4: The Learners ............................................................................................................. 82
Self-Evaluation TP 5: Task Achievement .................................................................................................... 84
Self-Evaluation TP 6: General Reflection .................................................................................................... 86
Self-Evaluation TP 7/8: Final Reflections .................................................................................................... 88
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Course Materials
1. Personal Binder
Purchase the following and bring on Day 1 of course:
 a 2-inch thick binder

 100 plastic page covers
 a package of 4-6 dividers
 8 stick-on labels large enough to write the information below
Organize your binder as follows: Use the dividers to make 4 sections. Use the labels to label plastic
page covers as follows:
Section 1: Course docs - 4 page covers labelled:
 Input / TP Schedule
 Cambridge Criteria Summary/Lesson Planning: Frameworks
 TP Points
 LPs in progress
Section 2: Input sessions
Section 3 – Assignments – 2 page covers labelled:
 Assignment notes Submission 1

 Assignment notes Resubmissions
Keep all remaining page covers at back of binder.
You will keep all of your own notes and handouts from input sessions in this. It is your private binder
and will not be assessed by the tutors or the Cambridge assessor.
2. Portfolio
You will receive a portfolio on Day 1 of the course. This portfolio is the property of the school and
MUST NEVER leave the building. The documents in this folder will form your official assessment by
Cambridge. At the end of the course, in accordance with Cambridge regulations, the contents of
your portfolio will either be submitted to Cambridge for scrutiny or kept by the center for six
months. If you want to keep any of the documents in your portfolio, please make copies. The
following documents will be kept in your portfolio:
 Blue CELTA 5 course record booklet

 Lesson documentation – 1 plastic page cover should be used for each TP. In the page
cover for each TP, place the following items in this order:
 Tutor’s feedback, lesson plan & materials, language analysis and self-evaluation (one-
page cover for each lesson). The self-evaluation should face out so that it can be seen.
 Four marked written assignments with tutor feedback sheets
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Books and Materials
There will be electronic copies of the coursebook, teacher’s book and workbook you will be using to
teach your teaching practice lessons. You will have access to the books and the audio recordings on
computers at ICD. You will have to photocopy (and reference) the material for your students. There
will also be one hard copy of the coursebook.
Referencing Photocopies
Photocopies from published materials must be included on each copy distributed to students.
Reference information must include: title, author, page number. Use this format:
Grammar Practice Activities (Ur, 1998: p 215).
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CAMBRIDGE CRITERIA SUMMARY
Stage One: TP 1 & 2
 Rapport (1d)
 TTT & graded language (2a)
 Setting up activities: demos, instructions & ICQs (5f) assigning pairs/groups (5b)
 Eliciting & CCQs (5g)
 Inclusion of feedback stages (5h)
 Monitoring (5j)
 Helping Ss understand listening & reading texts (3a)
 Setting context in lead-in (2c)
 Using WB and other resources effectively (5e)
Stage Two: TP 3 & 4

 Submission of detailed LP: aims (4a) procedure (4e) interaction (4f) timing (4h)
 Completion of sufficient LA: clarification of MFP (4i) prob (4j) solutions (4k)
 Professionally presented materials with answers and references (4d)
 Clarification of MFP to an appropriate depth in the lesson (2e) CCQs (5g)
 Monitoring and dealing with errors (2b)
 Providing accurate models of language (2d)
 Pacing (5i) Timing (5k)
 Achievement of lesson aims (5d)
Stage Three: TP 5 & 6

 Balance & variety of activities (4g)
 Student – centered correction (2b)
 Selecting, adapting or designing appropriate materials (4c)
 Selection of techniques appropriate to Ss’ needs and lesson aim (1a) (5c)
 Use of a variety of effective techniques in feedback stages (5h)
 Providing clear context & communicative focus (2c)
 Helping Ss develop skills: oral fluency (3b) writing (3c)
Stage Four: TP 7 & 8

 Select suitable presentation method (5c)
 Effective, appropriately scaffolded free(r) practice (2g)
 Sufficient, meaningful skills work: receptive (3a) speaking (3b) writing (3c)
 Relinquishing control over lesson: (5c-techniques) (5h-fdbk)
 Consistent integration of context (2c)
 Demonstrating consistency in all criteria (Stages 1-4)
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LESSON PLANNING: FRAMEWORKS
LESSON FRAMEWORKS
Many of the lessons you teach will follow one of these patterns. Please refer to example lesson plans
and notes from input sessions for more detail on lesson stages
Skills:
Receptive & Productive
Receptive Skills: Productive Skills:

Reading & Listening Speaking & Writing
Speaking Writing
* Lead-in * Lead-in
Receptive Skills
* Elicit/introduce necessary * Focus on model of text type
* Lead-in/introduce text
language for task * Elicit/introduce necessary
* Initial task (gist/specific info) language for task
* Preparation time
* Pre-teach vocab * Brainstorming / planning
* Speaking task
* Deeper comprehension task * Writing Task
* FB on content
* Post task and/or Productive task * "Publishing"
* FB on language
Systems:
Grammar, Vocabulary, Funtions
Test-Teach-Test Text-based Situational

* Set context * Lead-in * Set context
* Test: Ss do diagnostic * Gist task * Elicit/introduce examples of
practice task * Pre-Teach vocab target language
* Teach: Meaning, Pron, * Highlight TL examples from * Language focus: Meaning,
Form/error correction the test Pron, Form
* Test: controlled practice * Language focus: Meaning, * Controlled practice
* Freer practice Pron, Form * Freer practice
* Controlled practice
* Freer practice
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LESSON PLAN TEMPLATE
Cover Page
Teacher Tutor TP #
Lesson type Length Date
Lesson Aim: By the end of the lesson, students will be (better) able to/have improved at… + context
Subsidiary Aim:
Personal aims During this lesson, I will be working on these action points: (Cut/paste feedback from previous lesson).
Tutor: Appropriate Personal Aims? Yes No N/A

Materials (What you will need in this lesson) Write title, author, publisher, year and page number here and on your
copies. Example: New Headway (John & Liz Soars, 2016: p. 12)
Tutor: Sources Acknowledged? Yes No N/A

Language Analysis (check all that apply): I have completed:
☐ a language analysis sheet (grammar)
☐ a language analysis sheet (vocabulary /functions)
☐ both
Tutor: Sufficient Analysis? Yes No N/A
Assumptions What do you expect the students will know about your target language/content of your lesson?
Anticipated problems (classroom management, content Solutions to these problems:

– NOT language):
1.
1.
2.
2.
3.
3.
8
White board plan: Draw the board as it will look at each stage of the lesson.
Stage 1 Stage 2
Stage 3 Stage 4
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Procedure Page
TP #: Name:
Time Stage & Aim Procedure Interaction
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LESSON PLANNING: HOW TO
THE COVER PAGE
Main Aim
Your main aim is the most important part of your lesson plan. Express your main aim in terms of
STUDENT OUTCOMES; what the students will be able to do or do better after your lesson that they could
not do (as well) before your lesson
Examples of main aims are:
 By the end of the lesson, the Ss will be able to use the TL (affirmative, negative and question
forms of the past simple) to discuss last weekend and decide who had the best/worst weekend.
 By the end of the lesson, the Ss will be able to use the TL (lexical items related to sports) in order
to compare and find similarities and differences re: sports preferences.
 By the end of the lesson the Ss will be able to use the TL (expressions for making personal
arrangements) to discuss and agree on a plan for the weekend with their group.
 By the end of the lesson, Ss will have practiced and be better able to use the TL (functional
exponents for giving advice in writing) to respond to a partner’s letter about a problem.
 By the end of the lesson, the Ss will have improved accuracy re: the use of narrative tenses in and
will have shared stories about a disastrous holiday to find out whose holiday was the worst.
 By the end of the lesson, the Ss will have given a talk on the best places to visit in their country
so that ‘visitors’ can choose where to go.
 By the end of the lesson, the Ss will have further developed their sub-skills of listening for gist
and specific information by listening to a podcast on relationships and completing the associated
tasks.
 By the end of the lesson, the students will be able to use ‘used to + infinitive’ to talk about things
they and their peers used to do as teenagers.
 By the end of the lesson, the Ss will have further developed their skills of listening for gist and
specific information by listening to an interview with an actor and completing associated tasks.
 By the end of the lesson, the Ss will be better able to use the TL (linking structures for addition
and contrast) to write an informal letter to a friend about their experience studying English in the
US.
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Subsidiary Aims
As well as your main aim, you might also have a subsidiary aims. These are aims that are not the main
focus of the lesson but are aims that you hope will be achieved along the way. Examples of subsidiary
aims:
 To develop students’ skills of reading / listening for gist / specific information (if, for example, your
main aim is a new language point and you are presenting it through a text).
 To improve students' writing skills (if, for example, the writing is practice of a language point).
 To improve students' awareness of intonation (if, for example, you're teaching some functional
language).
 To introduce vocabulary items related to travel (if, for example you’re pre-teaching them for a
reading text).
 To revise yesterday's vocabulary on the topic of sports. (if, for example, vocab is being revised in
the warm-up and/or in the context of the text or activities).
NOTE: You don't have to have a subsidiary aim; it depends on your lesson. Leave this box blank if you
don’t have one.
Assumptions
These are the things relating to your lesson that you feel you can safely assume your students will know.
For example:
 The students will be familiar with past participles of the verbs used in the lesson (if, for example
you’re teaching present perfect).
 The students will be familiar with the present active (if, for example, you’re teaching the passive).
 The students will be familiar with meaning, pronunciation and form of the present perfect simple
(if, for example, you’re following on from another teacher who is going to present the language).
 The students will have a basic knowledge of the political systems in their own countries.
 The students will know the vocabulary included in the text (if you’re doing a reading / listening
lesson).
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Personal Aims
These are aims that relate to you as a teacher, rather than the lesson itself, and will help you focus on
your own personal development. Assuming that your personal aim is to pass the course, these should
be copied from your tutor’s feedback in the action points section from the previous lesson plan.
Aids and Materials
These are the things you need to do the lesson; e.g. course book, workbook, flashcards, CD, map of the
world, cue-cards for controlled practice, handouts, dictionaries, etc. Listing them on the front of your
plan will help you make sure you've got everything ready. Make sure you provide the source of all
materials on your cover sheet AND at the bottom of the handouts you give to students. Copyrighting is
a Cambridge requirement. Use this format: Grammar Practice Activities (Ur, 1998: p 215).
Anticipated Problems and Solutions re: Classroom Management (CM)
Note: this section is NOT meant for problems/solutions related to target language. Those issues should
be included on your language analysis. In this section, consider the following areas:
 Content of the text and any cultural problems the topic might produce
 Degree of difficulty
 Students' varying abilities
 Ss arriving late if you are teaching first
 Length of the text
 Do students have the appropriate language to do the task?
 Will Ss be interested in the topic?
 Will Ss have enough ideas to contribute?
 Assigning appropriate pairs/groups
 Dealing with fast finishers (especially in reading and/or writing activities)
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PROCEDURE PAGE
Stage names
Each lesson needs to be broken down into stages. Examples of stages are:
 Lead-in
 Presentation stage – focus on meaning  Listen/ read for specific information

(scan)
 Focus on pronunciation
 Listen/ read for deeper comprehension
 Controlled written practice
 Production (speaking/writing)
 Controlled spoken practice
 Feedback on content
 Free(r) (or less controlled) practice
 Feedback on language
 Delayed error correction
 Post task
 Listen/read for gist (skim)
Stage aims
The stage aim is the answer to the question, “Why am I having students do this?“ Each stage must have
an aim. This aim must in some way help the students achieve the main aim on the front of the plan.
Examples of possible stage names and aims are:
 Lead in: To generate interest in the topic of television
 Consolidation: To give students a written record of the language
 Gist Listening: For Ss to get practice listening for main idea
 Free(r) Speaking: To provide freer speaking practice and personalize topic
 Pair checking: To allow students to check their answers and peer teach
 Presentation of TL: To present the question form and short answer
 Focus on meaning (guided discovery): To clarify meaning of TL in a S- centered way
 Focus pronunciation: To improve accuracy in the production of /v/ and /b/ phonemes
 Focus on form: To check Ss’ prior knowledge of form rules
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Procedural notes
Your procedure says exactly what you are going to do in the class to achieve a particular stage aim. USE
THE IMPERATIVE for instructions and consider scripting your instructions in your lesson plan. We suggest
that you use these three sub-stages for each stage of the plan: Set up activity, activity, feedback.
 Set up activity: Describe how you will set up the activity. Script your instruction so that you get into
the habit of using the imperative.
Example: Write the first item on the WB.
T: With your partner, decide which word doesn’t fit?... answer?
Ss: Luxury
T: Right, good! (T circles luxury)
ICQ: How many words in each row can you circle?
Ss: One.
T: You have 5 minutes. Work alone. (T distributes materials).
 Activity: Write what type of activity it is. Write the page number, exercise letter/number. Say what
the Teacher will be doing during the activity.
Example: Act – p.18, Ex. 1c: Ss identify and circle word that doesn’t fit with others
(odd one out). T prepares board for next activity then monitors and write
down problem items for feedback.
 Feedback – How will you check and confirm answers?
Example: Fdbk- PC
T: Look at the board. 1 of these is correct. 2 are incorrect. With your

partner, find and correct the incorrect ones. (Ss find and correct one of the
items but are not able to correct the other.)
T clarifies by asking CCQs, prompting Ss providing examples.
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Timings and Interaction Patterns
Estimate the time you think each stage will take. A stage includes setting up the activity, students doing
the activity and your feedback on the activity.
Finally, think about the interaction pattern of the class for each stage. This will help raise your awareness
to the amount of S<>S communication your lesson does/does not include. Suggested interaction
pattern symbols are:
 OC <> Open Class or WC <> Whole Class = Teacher and students talking together. Teacher
leads.
 T>OC/WC = Teacher talking to the whole class.
 S = Students working individually
 S<>S = Students working in pairs.
 Grp/GW = Students working in groups.
 Mingle / S<>S<>S = Students milling round the classroom.
Before submitting your plan, consider: Could a substitute teacher teach from your plan?
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LANGUAGE ANALYSIS
GRAMMAR ANALYSIS TEMPLATE

Language area and use: What is the grammatical structure you intend to teach and how is it/are they
used? For example; modals of deduction, present continuous for future use....
Target language: Provide marker sentence(s) that you will use in the lesson.
Meaning – Keep it simple.
Convey meaning –
Check Meaning (CCQs & answers)
Focus of form: Write marker sentence(s). Above the marker sentence(s) write the form rule.
Focus on pronunciation: Write the marker sentence(s). Indicate relevant sentence stress, weak forms,
linking and elision/deletion. Use the IPA for target language.
Anticipated problem/solutions
Meaning - Problem 1 Solution 1
Problem 2 Solution 2
Form – Problem 1 Solution 1
Pronunciation – Problem 1 Solution 1
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VOCABULARY & FUNCTIONAL LANGUAGE ANALYSIS TEMPLATE
Fill in for each lexical item. Note: Language items may have 1, 2, or no anticipated problems (N/A)
Word/phrase
Context
Meaning (Keep it simple!)
How will you convey meaning?
Check meaning (CCQs & answers)
Form Pronunciation
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GRAMMAR ANALYSIS EXAMPLE
Language area and use: What is the grammatical structure you intend to teach and how is it/are they
used? For example; modals of deduction, present continuous for future use.
Have something done (also called “causative have”)
Context: I’m going to have my house redecorated. There are several things that I will be getting
someone to do for me. I’m going to have the furniture replaced, the walls repainted…
Target language: Provide marker sentence(s) that you will use in the lesson.
I’m going to have my house redecorated.
Meaning – Someone does something for you. You do not do it yourself.
Convery Meaning - Cartoons from coursebook – Ss match speech bubbles (“I’m going to redecorate my
house” and “I’m going to have my house redecorated”) to correct cartoon.
Check meaning (CCQs &answers)
“In the second cartoon, is the man going to do the work? (NO)
“Who is going to do the work? (maybe a painting and decorating company).
“Will she pay?” (YES –probably)
Focus of form: Write marker sentence(s). Above the marker sentence(s) write the form rule.
Subj + be going to have + object + past participle
I am/are going to have my house redecorated.
Focus on pronunciation: Write the marker sentence(s). Indicate relevant sentence stress, weak forms,
linking and elision/deletion. Use the IPA for target language.
o o o
/aimgƏnƏæv my house redecorated.
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Ss may think the action is done by the subject. Clarify using CCQs. Did (the subject) do the action?”
No.
Ss may confuse “have” with its lexical meaning of “to If this problem arises ask, “Is this an action or a state?”
possess” (a state) Action.
Ss may think that because we use the past participle Refer Ss to the model of the form and the marker
this structure always refers to the past sentence and use the following CCQs: “Does this refer
to the past, present or future?” (Future). After the
object, what is the verb form?” (Past participle). “Does
this mean it’s connected with the past? (No)
Form – Problem 1 Solution 1 & 2
Ss may struggle to remember some irregular past If the error is made during controlled practice, correct
participles. on the spot by indicating there’s an error (facial
expression, using fingers etc.),
Problem 2
If error is made during free practice, use delayed
Ss may invert the object and verb (I had painted my correction by writing error on WB, having Ss discuss in
house) pairs and eliciting corrections to WB.
Ss may have come across the contracted form of ‘have’ During the presentation stage I’ll ask “Is ‘have’ an
when it’s used as an auxiliary verb (I’ve, he’s etc.) and auxiliary or is it the main verb? (main verb) “I’ve my
may over generalize and think you can use it here. hair cut every month”? Is this correct or incorrect?
(E.g. I’ve my house painted.)
Ss may put sentence stress on the wrong syllable/ Drill sentence using gestures to show sentence stress.
word.
Ss will not pronounce ‘going to’ naturally. Drill while showing linking and omission of /g/ /t/ on
fingers.
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VOCABULARY ANALYSIS EXAMPLE
Word/phrase
Rush hour
Meaning - A time during each day when there is the most traffic.
Convey meaning – Show picture of traffic jam and a clock with 8:00 am.
Check meaning (CCQs & answers)
Is 3:00 am rush hour? (No)
Is 5:00 pm rush hour in New York? (Yes)
Does it take more or less time to travel in rush hour? (more)
Form Pronunciation
Adj + Noun o
/rʌʃoʊr/
Ss may have different rush hour times in their Ask, “When is rush hour in your country?”
countries.
N/A N/A
Ss may pronounce ‘hour’ with an /h/ sound and Highlight linking on board. Ask, “Is ‘h’
not link final /ʃ/ to initial vowel sound. pronounced? (No). Mark out ‘h’. Model and drill.
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FUNCTIONAL LANGUAGE ANALYSIS EXAMPLE
Word/phrase
Would you like a coffee?
Meaning - Write a simple definition and note register if applicable.
Offer - Polite but not too formal.
Convey meaning
Mime with realia.
Check meaning – CCQs & Answers
Is this a request? No Is this an offer? Yes
Form Pronunciation
Would you like + object o o

/wʊʤu:laɪk/ a coffee?
Ss may confuse it with, “Would you…” for Use CCQs and 2-4 pics to reinforce request.
requests.
Ss may say, “Do you like beer?” Write on WB and mime asking incorrect Q but not
moving. Then asking marker sentence and
bringing back a beverage.
NA NA
Ss will say ‘would’ and ‘you’ separately. Show on fingers and drill /ʤ/ sound
demonstrating place and manner of articulation.
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ASSIGNMENTS
ADMINISTRATION
 You must submit all 4 assignments in order to be eligible to receive a CELTA certificate. All assignment
submission and resubmission dates are on the CELTA timetable.
 Assignments must be typed and double-spaced (with the exception of LRT).
 Please hand in assignments by the time specified on the course timetable.
 Failure to hand in assignments on time will be considered a professionalism issue and will be reflected in
the comments on your final report that you will use to secure employment after completing the course.
 All assignments have a minimum word count of 750 and a maximum word count of 1,000. You must print
the word count on your assignments.
1st submission: Pass - Feedback sheet has 'pass’ circled. You have successfully completed the assignment.
1. File assignment in your CELTA portfolio.

2. Record the assignment result in the appropriate box on p. 12 of your blue Candidate Record Booklet.
1st submission: Resubmit - Feedback sheet has ‘resubmit’ circled. You may resubmit each assignment one time.
1. Read the tutor comments on the feedback sheet and on the assignment.
2. Make any necessary changes on a separate sheet. DO NOT ALTER THE ORIGINAL ASSIGNMENT.
3. Staple the corrected version to the back of the original submission.
2nd submission: Pass – Feedback sheet on resubmission has 'pass on resubmission',
1. Read tutor comments.

3. Record the assignment result in the appropriate box on page 12 of your blue Candidate Record Booklet
(CELTA 5).
2nd submission: Fail - If the resubmission does not meet the criteria, your assignment will be a 'fail'.

2. Record the assignment result in the appropriate box on page 12 of your blue Candidate Record BookleT.
You may fail one (1) of the four assignments and still be considered for a 'B' grade, provided that you have been
able to meet the criteria on which you failed in another way - i.e. during your teaching practice. If you fail two (2)
or more assignments, you automatically fail the course.
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ASSIGNMENT 1: SKILLS RELATED TASK
Name: _______________________________ Word count: _________
Text approved by tutor? Yes No 1st submission 2nd submission
Submit an appropriate receptive skills

task of your own design
Task 1: S NS S NS
Relating task design to language skills
development
Rationale 1: S NS S NS
Correctly using terminology that relates
to skills and sub-skills
Terminology 1: S NS S NS
Find/select/reference information from 1
or more sources using written language
that is clear/accurate/appropriate to task
Research 1: S NS S NS
Submit an appropriate receptive skills
Task 2: S NS S NS
practiced
Find/select/reference information from 1
or more sources using written language
that is clear/accurate/appropriate to task
Submit an appropriate productive skills
Task 3: S NS S NS
practiced:
Find/select/reference info from 1 or
more sources, written language is
clear/accurate/appropriate to task
Tutor signature & date: Resubmit Pass / Fail
2nd Tutor signature Trainee signature
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Skills Related Task Assignment Guidelines
In this assignment, you will design 3 tasks (2 receptive and 1 productive) using a text outside of your coursebook.
This assignment must be written in prose. Use headings. Do not use bullet points.
A. Choose ONE of the 2 texts your tutor has provided.
B. Receptive skill 1
Activity 1: Submit a receptive skills activity of your own design. Activity should be professionally presented as you
would hand it out to Ss in your class and should include answers.
Rationale 1: Identify the receptive skill (reading or listening) and sub-skill that your activity practices: skimming
for main idea, scanning for specific information, intensive reading / listening for deeper comprehension. Relate
task design to skill practiced using correct terminology. The sub-skill(s) you choose to practice and the task you
design must be appropriate to the text type you are using and should reflect how the text would be read ‘in real
life’.
Research 1: In your rationale, include information relevant to the activity you have designed and a quote that
relates to the activity - no more than 2 typed lines - from a referenced resource such as Learning Teaching by Jim
Scrivener or The Practice of English Language Teaching by Jeremy Harmer.
Topics that are appropriate for inclusion in the rationale might include:
 Why it is important to set a task before giving Ss a text?

 Which sub-skill(s) does your task practice (skimming? scanning? deeper comprehension?)
 How do your tasks accomplish this? (Do Ss have to read the entire text to complete the tasks? Should they
read quickly or slowly? Once or more than once?)
 Do time limits need to be set for task? If so, why?
C. Receptive skill 2
Repeat above for 2nd receptive skills activity.
25
D. Production
Activity 3: Submit one productive skills activity of your own design. Activity should be professionally presented
as you would hand it out to Ss in your class.
Rationale 3: Identify the productive skill and sub-skill that the activity practices and relate task design to skill
practiced using correct terminology. Be sure to describe any scaffolding/pre-tasks you would do before
distributing the productive skills task. In your rationale, include information relevant to the activity you have
designed and a quote that relates to the activity - no more than 2 typed lines - from a referenced resource such
as Learning Teaching by Jim Scrivener or The Practice of English Language Teaching by Jeremy Harmer.
Research 3: In your rationale, explain how you will structure the task. Describe the communicative focus of your
task and say why your task is generative.
26
ASSIGNMENT 2: LANGUAGE RELATED TASK
Name ___________________________________________________ Date __________________________
Item Good Weak Redo Resub Notes

Part 1: Form
a.
a.
b.
b.
c.
Part 2: Phonology
A
B a.
b.
c.
d.
C a.
b.
D a.
b.
c.
Part 3: Meaning
A a.
b.
B a.
b.
C a.
b.
c.
Part 4: Putting I all together

A a.
b.
Tutor Signature/Date 1stsubmission:

Pass/Resubmit
Double marked/Date: 2ndsubmission:
Pass / Fail
*Weak items: Meets criteria for pass but see notes on assignment for your development.
27
Part 1: Form
Analyze the form of the underlined portions of the sentences below. Include the name of the verb tense and the form rule.
Write the title, author and page number of the reference book where you found this information.
Example: She is talking too loud. Present progressive
Reference: Azar, B. Understanding & Using English S + is / are + V_____ing

Grammar: p. 11
a. I will have been teaching for 2 years when I

apply for the DELTA.
Reference:
b. He can speak three languages.
Reference:
c. The course book was written by Philip Kerr.
Reference:
Part 2: Phonology
A. Translate this into standard written (American) English.
/Wen ðə laɪthaʊs kiːpərz lʌvli jʌŋ dɔːtər θelmə meɪks kræbən lɒbstərəʊls tʊərɪsts kʌm frəm fɑr aenɪər
tuː ɪndʒɔɪ freʃeərən gʊd fuːd sɜrtʃɪŋ fɔr treʒərɒn ðə biːtʃ/
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
____________________________________________________________________________________________________
28
B. Transcribe the following underlined items as phonemic script. Indicate word stress for items a-c and sentences stress
for d and e.
a. Economist
b. Economical
o o
Example: I used to ski.
/ju:stə/
c. Chocolate’s my favorite.
d. I’ve taught in Thailand and Australia.
C. Indicate ALL of the weak vowels by writing the appropriate IPA symbol (schwa) under the phoneme.
a. What do you do?
b. He’s a lot more interesting than she is.
D. Indicate sentence stress, linking, elision/deletion (including contractions) and intrusion as you would if these were your
marker sentences and you were marking relevant features of pronunciation on the WB for upper intermediate learners.
a. I wish he would just go away.
b. I would like toast and eggs and orange juice.
c. She would like to eat before eleven.
29
Part 3: Meaning
A. Lexis
Write a context for each of the following lexical items and then write appropriate concept checking questions and answers.
EX: I didn’t mean to break them.
Context CCQs & Answers
My mother has a lot of expensive jewelry. Did I break the earrings? Yes
I tried on some earrings and I broke them. Did I want to break them? No
She got angry but I told her I was sorry and Am I sorry? Yes
that I didn’t mean to break them.
a. I get along well with my brother.
b. She can’t make ends meet.
30
B. Functions
Write a context for each of the following lexical items and then write appropriate concept checking questions with
answers.
a. I wish I’d been more romantic with her.
b. Jack, if I were you, I’d stop smoking.
C. Grammar
EXAMPLE: I was taking a shower when he called.
<____________~~~~~~~X________________________NOW___________________>
Taking shower he called
31
a. She left when I arrived.
<______________________________________________________________________>
b. I’ve been studying French for 3 years.
<______________________________________________________________________>
c. Next Saturday, I’ll be laying on a beach.
<______________________________________________________________________>
Part 4: Putting it all together
Fully analyze the following on a language analysis sheet and attach to assignment.
a. He will have been working there for 25 years when he retires.
b. You don’t have to wear a hat.
Cambridge Assessment Criteria: Successful candidates can demonstrate their learning by:
 Analyzing language correctly for teaching purposes

 Correctly using terminology relating to form, meaning and phonology when analyzing language
 Accessing reference materials and referencing information they have learned about language to an appropriate source
 Using written language that is clear, accurate and appropriate to the task.
Assignment developed by S. Vogel & adapted by M. Blanchard 2018
32
ASSIGNMENT 3: FOCUS ON THE LEARNER
Name: Date: Word count:
Cambridge criteria S NS 1st Submission S NS 2nd Submission
a. showing awareness of
how learner’s background,
previous learning, learning
preferences affect learning
b. identifying the learner’s

language and/or skills
needs
d. selecting appropriate
material and/or resources
to aid the learner’s
language and/or skills
development
e. providing a rationale for

using specific activities with
a learner
c. correctly using
terminology relating to the
description of language
systems and/or language
skills
f. find/select/reference info
from 1 or more sources
using written language that
is clear/accurate &
appropriate to task
Length: 750–1,000 words
Tutor 1 signature/date Pass / Resubmit Pass / Fail
Tutor 2 signature Trainee signature/date
33
FOL Assignments Guidelines
In this assignment you will write a profile of one of the students, identify the student’s language and/or skills needs and select
activities to address these needs. The assignment is designed to help ensure that you meet the criteria specified by Cambridge
for a Pass grade.
DATA COLLECTION
Interview
Introduce yourself to the student you will be focusing on for this assignment. Agree on a time to interview the student and
ask his/her permission to record the interview. Ask the student for contact information, as you may need this later.
Sit down with the student and ask him/her about the areas on the FOL Worksheet (p. 1). Make notes on his/her answers.
This should be a natural conversation so respond to what the student says and avoid correcting.
As you are listening, pay attention to the language the student uses to answer your questions. Write down specific errors
with grammar and pronunciation. For example: “I am going to shopping”. Set the homework task on the Student Writing
Sample. Collect the task after the next lesson and analyze the learner’s language and writing skills. Add this information to
the grid on the FOL Worksheet p. 3.
Observations
Observe your learner lessons and use the FOL Worksheet – pp. 1, 2 & 3 to make notes on their strengths and weaknesses
regarding skills and language. Also, pay attention to their behavior and interaction and what this says about their learning
preferences (visual? auditory? kinesthetic?) Provide specific examples to support your claims.
WRITING: Use the bolded headings when writing your assignment
 Part 1: Profile (maximum 200-300)

Background – Interpret the information you have collected on the FOL Worksheet p. 1 to describe the student’s previous
experience with language learning and the effect this is having on current language learning.
Learning preference – What is the student’s learning preference (visual, auditory, kinesthetic)? Provide examples/evidence
from your observations of the student in class as well as the information from p.1 of the FOL Worksheet re: the types of
activities he/she prefers.
 Part 2: Skills
Use the FOL Worksheet p. 2 to note the student’s aptitude regarding receptive and productive skills. Does s/he get the
answers to tasks after one reading/listening or is more exposure to the text needed? Is s/he able to produce an appropriate
amount of written/spoken output based on the level? Provide specific examples that you have observed during your/your
peers’ lessons.
 Part 3: Language - Pronunciation

Pronunciation Problem
Identify 1 problem. Specify if it is a problem with phonemes (individual sounds), stress (word or sentence) or intonation.
Give 2 examples of the same problem, say what it should be and describe the problem. Use the information you have written
on the FOL Worksheet p. 3. Refer to Learner English (M. Swan & B. Smith) for information about the common pronunciation
errors for learners with this particular L1. Include one direct quote of no more than 2 sentences.
Pronunciation Activity
Provide ONE pronunciation activity to address the problem you have identified. The activity must be from a published source
other than the textbooks used in TP classes and should be submitted as you would hand it out in a lesson. It must include
answers (written directly on the activity) and reference information. Briefly describe the activity within the assignment, your
rationale for choosing it and any preparation that would need to be done before having students complete it. Attach the
activity as an appendix to the assignment. The activity should not be counted in the assignment word count.
34
Rationale for Activity
Describe how the activity addresses the problem area you identified. When writing the rationale, appropriate topics to
consider:
Is the student able to self-correct or does he/she need to be taught rules re: pronunciation such as articulation
(phonemes), stress pattern or grammar rules before attempting the practice activity?
Does the activity focus on recognition or production?
Are there enough/too few/too many items?
Is the vocabulary in the activity appropriate for the Ss’ level?
Is it contextualized?
 Part 4: Language - Grammar

Grammar Problem
What mistakes does the learner make more than once? Give 2 examples of the same problem, say what it should be and
describe the problem. Do not focus on articles; a, an, the. Use the grid on the FOL Worksheet p. 3 to record the information.
Refer to Learner English, (M. Swan & B. Smith) for information about common grammar errors for learners who speak this
particular language. Select a relevant direct quote that relates to the error you chose. The quote must not exceed 2
sentences. Write the quote in the appropriate box on the FOL Worksheet p. 2.
Grammar Activity
Keep in mind that a student who is unable to self-correct will first need to be shown/taught the rules (grammar) or the
method of articulation (pronunciation), then given practice activities. A student who is able to self-correct knows the rules
but needs practice. Also note that if the error occurs while speaking, then a speaking activity is probably a good choice. If
the error occurs in the written form, a written activity might be more suitable.
Look through published material (course books, supplementary resource books, etc.) to find suitable activities to help your
learner with the identified weakness. You may choose ONE activity from the internet if you are unable to find an appropriate
one in the published materials. You may NOT use the textbook you are using for TP. Do not include more than one activity
for each problem unless an additional activity is used to scaffold the main activity. Attach the activity as an appendix to
the assignment. The activity should not be counted in the assignment word count.
Rationale for Activity

Describe how the activity addresses the problem area you identified. When writing the rationale, appropriate topics to
include are:
Is the student able to self-correct or does he/she need to be taught applicable grammar rules first ?
Is the activity controlled or free(r) practice? Written or spoken?
Are there enough/too few/too many items?
Is the vocabulary in the activity appropriate for the Ss’ level?
NOTE: You must reference sources both within the text and in a bibliography at the end of the assignment.
In Text: (Author, page number) Example: (Ur, p. 13)
In bibliography: Author, (year published), Title, Publisher. Example: Ur, P (1998), Grammar Practice Activities, CUP
35
FOL WORKSHEET - P. 1: PROFILE
(Please include FOL Worksheet with your assignment.)
Name: ___________________________________________ Age: _________ Current Level: ________________________
Contact: email:________________________________________________ Phone: _________________________________
Nationality/First language: ______________________________________________________________________________
Additional languages and level: ___________________________________________________________________________
Have you completed: Secondary School? ________ University? ________ Postgraduate) ________
Job: _________________________________________________________________________________________________
Hobbies and interests: __________________________________________________________________________________
Why are you learning English? ___________________________________________________________________________
How long/where have you studied English? What was the focus of your previous lessons? *(Grammar? Speaking? Writing?
A particular written or spoken exam…?
When you learn, do you prefer… (Circle as many as you like)
seeing pictures speaking in groups playing games and competitions
standing up and moving around listening to songs working alone taking notes
writing on the whiteboard watching videos
listening to the teacher doing role plays repeating new words after the teacher
using computers and technology memorizing rules and/or language
Learning preference (Circle one): Auditory Visual Kinaesthetic
Evidence from your observations of student in class:
36
FOL WORKSHEET - P. 2: ANALYSIS OF SKILLS
Skills
Observe your learner in teaching practice and make notes about skills ability. Does s/he get the answers to tasks after one
reading/listening or is more exposure to the text needed? Is s/he able to produce an appropriate amount of
writing/speaking output based on the level? Provide specific examples that you have observed during your/your peers’
lessons.
Reading Writing
Listening Speaking
37
FOL WORKSHEET - P. 3: ANALYSIS OF GRAMMAR AND PRONUNCIATION
Grammar
What student said/wrote. Provide What it should be Write the error.

full sentence.
Provide full sentence.
1.
2.
Pronunciation
What student said. Provide full What it should be. Provide full Write the error.
sentence. Use IPA for error. sentence. Use IPA for correction.
1.
2.
Relevant Quote from Learner English regarding speakers of this language
38
FOL CHECKLIST
 Read the assignment.

 Read the sample assignment.
 Meet the student from the new group. Agree on an interview time. Get contact info.
 Interview your student. Fill in FOL Worksheet p._______. Give student the __________________________ for
homework.
 Observe your student in lessons. Fill in FOL Worksheet pages______ and ______.
 Read about your student’s L1 in (title of book) ____________________________ Choose 1 relevant quote about
______________________ and one relevant quote about ____________________
 Fill in bottom of FOL Worksheet p.______.
 Copy and paste this template onto a blank document and write the assignment.
Part 1: ______________________________________ (maximum ____________ words)
Part 2: ______________________________________
Part 3: Pronunciation problem
Pronunciation activity – find one
Rationale for activity
Part 4: Grammar problem
Grammar activity – find one
Rationale for activity
Word count __________
 Write the answers on the activity. Write the reference information on the bottom of the activity. Staple the 2
activities to the assignment. Submit at _________on __________.
39
STUDENT WRITING SAMPLE
(Include this with your assignment.)
Dear Student,
The teachers need to see an example of your writing. Please choose a topic and write 1-3 paragraphs about it.
Thank you!
Lower levels:
 Your family
 A past experience, holiday, trip or celebration
 Your hobbies and interests
Higher levels:
 Compare 2 cities in your country or the city you are from and the city you now live in.
 What types of films, books, music do you prefer? What was the last movie you saw? Book you read? What was
it about?
 Describe a person you admire and why you feel this way about him/her.
40
ASSIGNMENT 4: LESSONS FROM THE CLASSROOM
Name: S NS 1st submission S NS 2nd Submission
Date: Tutor feedback Tutor feedback
Noting their own teaching

strengths in different situations
in light of feedback from
learners, teachers and teacher
educators (2/3)
Noting their own weaknesses in

different situations in light of
feedback from learners,
teachers and teacher educators
(2/3)
Describing in a specific way

how they might develop their
ELT knowledge and skills
beyond the course (2/3)
Using written language that is

clear, accurate and appropriate
to the task
Word count of 750-1000
Tutor signature and date:

Resubmit
Double marked by:

Pass
Pass
Fail
41
Lessons from the Classroom Assignment Guidelines
Part A
PARAGRAPH 1: STRENGTH #1
Identify the strength
Give a specific example of a time when you used this and say how it benefitted the lesson.
PARAGRAPH 2: REPEAT FOR STRENGTH #2
Part B
PARAGRAPH 3: AREA TO WORK ON #1
Give a specific example of a time when you saw a colleague or an experienced teacher do it well.
Say what you will do to improve this in the future.
PARAGRAPH 4: REPEAT FOR AREA TO WORK ON #2
Part C
PARAGRAPH 5: IDEA FOR FUTURE DEVELOPMENT #1
Specify what it is and how it will enable you to develop into a better teacher. Include professional development opportunities
(subscribing to journals, completing online grammar courses, attending conferences, studying a foreign language, making
presentations… Give specific examples. You can find this information on the internet.
PARAGRAPH 6: REPEAT IDEA FOR FUTURE DEVELOPMENT #2
PARAGRAPH 7: REPEAT IDEA FOR FUTURE DEVELOPMENT #3
THERE IS NO NEED TO WRITE MORE THAN A ONE-SENTENCE INTRODUCTION.
750 - 1000 words (maximum)
42
PLAGIARISM POLICY
Plagiarism is the practice of using material from someone else's written or creative work, in whole or in
part without sufficient acknowledgment.
In terms of the CELTA course, this would be
 Copying someone else´s assignment (in whole or in part).

 Getting another person to write an assignment for you.
 Using ideas from a published source without referencing it (this is especially important in the
Skills Related Task assignment)
 Copying parts of published material without adequately referencing the source.
You are encouraged to refer to sources of background reading. Here are some conventions for
referencing:
Paraphrasing – Rephrasing what the writer has said.
As Scrivener says, encouraging students to read quickly when reading for the first time can help build
confidence when they don´t understand every word (Scrivener, p 153)
Direct quotation - Don´t overdo this. The quotation should not be longer than 2 lines.
According to Scrivener “it´s actually not necessary to understand every work in order to understand the
information you might need from a recording” (Scrivener, p 147)
Bibliography – Include a bibliography with books and resources you´ve quoted or consulted when writing
an assignment. This should be written like this:
Author surname, Author first name, year, Title of book in italics or underlined, publisher
E.g. Scrivener, Jim, 1994, Learning Teaching, Macmillan Heinemann
Failure to comply with the above guidelines may result in exclusion from the course with no warning.
I have read and understand the plagiarism policy.
Trainee signature & Date
________________________________________________
43
CAMBRIDGE GRADE DESCRIPTORS
Pass: Candidates’ planning and teaching show satisfactory understanding of English language learning and teaching
processes.
Candidates can plan effectively with guidance. They can analyze target language adequately and generally select
appropriate resources and tasks for successful language and language skills development.
Candidates can deliver satisfactory language and skills lessons, using a variety of classroom teaching techniques with a
degree of success.
Candidates show some awareness of learners and some ability to respond so that learners benefit from the lessons.
Candidates can reflect on some key strengths and weaknesses and generally use these reflections to develop their
teaching skills.  All CELTA assessment criteria are achieved. Some may be less well achieved. CELTA requirements for
written work are met.  
Pass B:  Candidates’ planning and teaching show good understanding of English language learning and teaching
processes.
Candidates can plan effectively with some guidance. They can analyze target language well and select appropriate
resources and tasks for successful language and language skills development.
Candidates can deliver effective language and skills lessons, using a variety of classroom teaching techniques
successfully.
Candidates show good awareness of learners and can respond so that learners benefit from the lessons.
Candidates can reflect on key strengths and weaknesses and can generally use these reflections to develop their
teaching skills.  All CELTA assessment criteria are achieved and some are well achieved. CELTA requirements for
written work are met.
Pass A: Candidates’ planning and teaching show excellent understanding of English language learning and teaching
processes.
Candidates can plan effectively with minimal guidance. They can analyze target language thoroughly and select highly
appropriate resources and tasks for successful language and language skills development.
Candidates can deliver effective language and skills lessons, using a variety of classroom teaching techniques
successfully.
Candidates show very good awareness of learners and can respond so that learners benefit from the lessons.
Candidates can reflect on key strengths and weaknesses and can consistently use these reflections to develop their
teaching skills.  All CELTA assessment criteria are achieved and most are well achieved. CELTA requirements for
written work are met.  
Fail  Candidates’ planning and teaching show minimal understanding of English language learning and teaching
processes. Candidates’ performance does not match all of the Pass descriptors.  Some CELTA assessment criteria are
not achieved and/or CELTA requirements for written work are not met.
44
FINAL REPORT EXAMPLE
School logo here
This is to certify that
Student Name
Attended 120 hours of a 120-hour initial teacher training course leading to the
Cambridge Certificate in English Language Teaching to Adults (CELTA)
at
Centre Name
Course Date
The following provisional grade was awarded:
PASS
Please note that this is an internal course report and that the final grade is subject to confirmation by
Cambridge Assessment English Teaching Awards.
The course included collaborative planning, peer observation and shared evaluation and feedback.
Within this framework each participant completed 6 hours of individual teaching, which was observed
and assessed by an experienced trainer. The course also included 60 hours of input and 6 hours of
observation of experienced teachers.
A more detailed report can be found on the reverse of this document.
45
ACHIEVEMENTS IN INDIVIDUAL ASSESSMENT AREAS
The grades in this section refer to the two assessment areas in the Cambridge CELTA Syllabus and Assessment
Guidelines. Please note that written assignments are graded Pass or Fail. Classroom teaching skills are graded as Pass
A, Pass B, Pass or Fail. A full description of topics covered in each area can be found on the Cambridge website
(www.cambridgeenglish.org)
Preparing, planning and practising teaching: Grade: Pass
Written assignments: Grade: Pass
Overall recommended grade: PASS
PERFORMANCE DESCRIPTOR FOR PASS GRADE
“Candidates’ planning and teaching show satisfactory understanding of English language learning and teaching
processes.
 Candidates can plan effectively with guidance. They can analyse target language adequately and
generally select appropriate resources and tasks for successful language and language skills
development.
 Candidates can deliver satisfactory language and skills lessons, using a variety of classroom teaching
techniques with a degree of success.
 Candidates show some awareness of learners and some ability to respond so that learners benefit from
the lessons.
 Candidates can reflect on some key strengths and weaknesses and generally use these reflections to
develop their teaching skills.  
“They will continue to need guidance to help them develop and broaden their range of skills as teachers in post”.
OVERALL COMMENT
XXXX was a focused, hardworking member of the course. S/he worked hard to develop a solid understanding of course
principles and to apply these to a range of lessons including starting to prepare her/his lessons in sufficient detail with
guidance from tutors. S/he placed a high priority on developing her/his teaching skills and became increasingly
responsive to feedback. XXXX was professional and supportive of her/his colleagues and would work well within a team.
Missy Blanchard
Main Course Tutor
46
CENTRE COMPLAINTS PROCEDURE
In compliance with Cambridge CELTA policy, candidates are reminded that if they experience problems
outside the expected level of stress and the factors they accepted in signing the Disclaimer on the
application form; or if they feel they have a justifiable complaint about the delivery of the course, they
should first raise the issue with the Main Course Tutor.
In order to ensure that the issue is given due attention, the candidate should first make an appointment
with the Main Course Tutor to discuss the problem at a private meeting.
At the meeting, the candidate should state clearly the grounds for his or her complaint, and the Main
Course Tutor will, with the candidate, decide on a path of action to address the area of difficulty to their
mutual satisfaction. If necessary, a follow-up meeting will be scheduled.
Finally, if the issue cannot be resolved satisfactorily at this level, the candidate has the right to request
that the complaint be forwarded to Cambridge Assessment English by the Center. The Center is bound
under the terms of the Course Provision Agreement to adhere to this request.
47
OBSERVATION TASKS
OBSERVATION OF TUTOR OR EXPERIENCED TEACHER - A

The Classroom - Makes notes on the classroom, considering seating arrangements, teaching aids, pairing
/ grouping of students and how these are changed during the lesson.
The Teacher - Comment on the rapport between teacher and students. What is the balance between
teacher and student talking time? How does the teacher get students’ attention? Comment on the
teacher’s instructions.
The Activities - Make notes of the activities used. What did students actually do? What was the balance
between teacher and student involvement? How were the activities set up and brought to a close?
Summary - What will you take away from this lesson?
48
OBSERVATION OF TUTOR OR EXPERIENCED TEACHER - B
1. Describe the teacher’s rapport.
2. Setting up activities effectively involves several sub-stages. Which of the sub-stages did you notice the teacher
using?
Demo concise instructions ICQs
Assigning pairs/groups Distributing materials last
3. What is the balance of student / teacher talking time? This depends somewhat on the type of lesson the T is
delivering. What kind of lesson is the T doing?
4. Listening Reading Speaking Writing Integrated Skills
Grammar Vocabulary Functional Language
5. Which best describes the Teacher/Student TTT ratio overall during the lesson? Circle one.
Teacher Student
a. 25% 75%
b. 50% 50%
c. 75% 25%
6. Is there a balance of activities?
7. How long does each stage of the lesson last?
8. When is the level of student engagement the highest? Lowest?
9. What evidence is there that students learned something?
10. Although you may not be familiar with the students, from your observation today, what were students (better) able
to do at the end of the lesson that they could not do at the start?
49
DAY 1: LEARNER/CLASS PROFILE
Name Mario Puntillo
Gender Male
Age 37
Country & L1 Italy / Italian
ESL Level Intermediate
Level of University
Education
Degrees/Area BA
of study Communications
Reasons for Better job

Learning opportunities
English
Wants to watch
the news in
English
Previous 5 yrs high school,

English Study 2 yrs part-time in
language schools
Effect of HS - grammar
previous based lesson, little
learning on spoken practice.
present Familiar with
abilities grammar rules but
struggles with
spoken fluency
Relevant Moved to US from

personal info Italy 2 yrs. ago.
(family, Speaks Italian at
children, home. 3 kids ages
immigrant…) 3-10, wife doesn’t
work.
50
OBSERVATION TASK 1: RAPPORT AND DYNAMICS
Provide examples where Teacher 1 Teacher 2 Teacher 3
applicable.
Did they introduce themselves?
3) Did they smile?
4) Did learners share anything

personal/about themselves of
interest?
5) Did they show interest in the

content of what learners were
saying? If so, how?
6) Were they able to have a

laugh or joke with them at any
point?
7) Did they allow learners

sufficient time to speak
8) Did they use a combination

of a) sitting b) standing, and c)
monitoring, circulating?
9) Was there enough variety of

interaction patterns: individual,
pair, group, class?
10) How many times did they

praise individual learners?
What about the whole class?
11) Do you notice any fidgeting,

speaking too fast/slow, too
much/loudly/softly, repeating
something a lot? (“ok”, “next”
51
OBSERVATION TASK 2: TEACHER TALK
Please provide examples Teacher 1 Teacher 2 Teacher 3
below where applicable.
How was volume of T’s

voice?
Did T use Ss’ names?
Is T able to vary voice

volume when talking to
individuals vs. whole class?
Was T’s own use of

language accurate?
Was T’s speech clear?
Was T’s language

appropriately graded for
this group’s level?
Did T resort to
inappropriately simplified
English at any point?
Did T speak to Ss as if they

were children rather than
adults?
How was the quantity of

Teacher Talk Time (TTT)?
What effect on rapport

does too much TTT have?
Were there any examples of

effective eliciting? What
were they?
Were there any ineffective

examples of eliciting?
52
OBSERVATION TASK 3: SETTING UP TASKS
Please provide examples Teacher 1 Teacher 2 Teacher 3
below where applicable.
Was T able to
successfully get the
attention of the whole
group?
Were the activities

demo’d effectively before
materials were handed
out?
Were instructions clear

and concise? (Please
provide examples)
What could T do to
improve instructions?
Where ICQs used

effectively? Were they
overused?
Do learners change
pairs/groups? Does this
work effectively?
Why/why not?
53
OBSERVATION TASK 4: MONITORING EFFECTIVELY
1) Notice how the teacher monitors. Are they milling around the room or are they actually doing something. Note what they
appear to be doing.
Teacher 1 Teacher 2 Teacher 3
2) Is there support for weaker learners? Write examples of this. If not, how could they be supported?
3) Are stronger learners kept busy? Write examples of this. If not, how could they be kept busy.
54
OBSERVATION TASK 5: LESSON PLANNING
Look at your colleagues’ lesson plans. Name 3 things that were successfully planned:
Planning Strength 1 Planning Strength 2 Planning Strength 3
Teacher 1
Teacher 2
Teacher 3
Name 3 things that were successful in the delivery of the lesson:
Teaching Strength 1 Teaching Strength 2 Teaching Strength 3
Teacher 1
Teacher 2
Teacher 3
Name three things that you would do differently/could be improved on in delivery:
Change 1 Change 2 Change 3
Teacher 1
Teacher 2
Teacher 3
55
OBSERVATION TASK 6: STAGING AND AIMS
Write down the stages of the lesson and the aim of each. Comment on the effectiveness of each stage in achieving its aim. Is
the lesson logically staged?
56
OBSERVATION TASK 7: THINGS I’D LIKE TO STEAL
As you observe your colleagues, note activities or techniques that you think are particularly effective and that you would like
to use. Write what the activity or technique is, how it’s carried out exactly and why it is effective. For example, one colleague
might have effective lead-in activities, or another might be especially good at keeping students engaged during feedback
stages. You may also want to ‘lend’ the teachers a technique that would help them next time they teach.
Activity/Technique How it’s carried out Why it’s effective
Teacher 1
Teacher 2
Teacher 3
57
OBSERVATION TASK 8: THINGS I’D LIKE TO STEAL
As you observe your colleagues, note activities or techniques that you think are particularly effective and that you would like
to use. Write what the activity or technique is, how it’s carried out exactly and why it is effective. For example, one colleague
might have effective lead-in activities, or another might be especially good at keeping students engaged during feedback
stages. You may also want to ‘lend’ the teachers a technique that would help them next time they teach.
Activity/Technique How it’s carried out Why it’s effective
Teacher 1
Teacher 2
Teacher 3
58
OBSERVATION TASK 9/10: CHANGEOVER > NEW GROUP PROFILE & ANALYSIS (FOL)
See Focus on the Learner Assignment, Worksheet Pages 1, 2, & 3
59
OBSERVATION TASK 11: ACHIEVEMENT OF AIMS/LEARNING OUTCOMES
1a) Answer this question for the teachers who taught a language focused lesson (grammar, vocabulary, functions). How
effective were techniques for clarifying MFP (e.g. eliciting, concept checking, drilling, highlighting form, guided discovery etc.)
AND/OR how effective were their feedback and correction techniques?
1b) Answer this question if one of the teachers taught a skills lesson (reading, listening, speaking, writing), How did T ensure
that learners actually did the tasks in the way that they wanted them to and thereby practiced or developed what T actually
wanted them to practice/develop?
2) What issues did learners have with what the T was teaching them? Provide concrete evidence for this, e.g. examples of
specific errors, completing tasks incorrectly etc. Did T support learners with these issues? If yes, how did T do this? If not,
how could T have supported Ss to help them better achieve the aims/learning outcomes?
Cont. on next page.
60
2) What were the lesson aim(s)? Are the aim(s) appropriate? If not, please revise.
Teacher 1 Aims
Revision
Teacher 2 Aims
Revision
Teacher 3 Aims
Revision
3) Do you think these (revised) aim(s) were met? Why/Why not?
Teacher 1
Teacher 2
Teacher 3
61
OBSERVATION TASK 12: ACHIEVEMENT OF AIMS/LEARNING OUTCOMES
1a) Answer this question for the teachers who taught a language focused lesson (grammar, vocabulary, functions). How
effective were techniques for clarifying MFP (e.g. eliciting, concept checking, drilling, highlighting form, guided discovery etc.)
AND/OR how effective were their feedback and correction techniques?
1b) Answer this question if one of the teachers taught a skills lesson (reading, listening, speaking, writing), How did T ensure
that learners actually did the tasks in the way that they wanted them to and thereby practiced or developed what T actually
wanted them to practice/develop?
2) What issues did learners have with what the T was teaching them? Provide concrete evidence for this, e.g. examples of
specific errors, completing tasks incorrectly etc. Did T support learners with these issues? If yes, how did T do this? If not,
how could T have supported Ss to help them better achieve the aims/learning outcomes?
Cont. on next page.
62
2) What were the lesson aim(s)? Are the aim(s) appropriate? If not, please revise.
Teacher 1 Aims
Revision
Teacher 2 Aims
Revision
Teacher 3 Aims
Revision
3) Do you think these (revised) aim(s) were met? Why/Why not?
Teacher 1
Teacher 2
Teacher 3
63
OBSERVATION TASK 13: FEEDBACK
Feedback helps consolidate what learners have learnt, especially when learners found something difficult. Feedback can be
done in a number of ways. Today we will focus on open class feedback (WCFB). Whole class feedback can come in many
forms:
 the teacher providing a clear conclusion to a task

 praise/acknowledgement
 acknowledging and responding to the content of what learners say
 acknowledging/praising/correcting the language that learners use
 providing the answers on a handout/on the board/orally
 eliciting the answers orally
 getting learners to write up answers on the board
Play close attention to the whole class feedback that all the teachers collectively provide today.
Write down the different types of feedback techniques. Which did you see? (e.g. elicited orally from the learners, written
on the board, a handout etc…)
Did any of the teachers provide feedback to the content of what learners had to say, (i.e. the message rather than the
language)? Please provide examples.
Cont. on next page.
64
Did any of the teachers provide feedback on the learners’ performance of the task/activity? (e.g. comments on content
praise, or concluding the task with a clear ‘winner’ or prize). Please provide examples.
Did any of the teachers provide error correction of any actual language errors? If yes, provide examples. If no, what errors
did you notice. Provide examples.
65
OBSERVATION TASK 14: FEEDBACK
Feedback helps consolidate what learners have learnt, especially when learners found something difficult. Feedback can be
done in a number of ways. Today we will focus on open class feedback (WCFB). Wholeclass feedback can come in many
forms:
 the teacher providing a clear conclusion to a task

 praise/acknowledgement
 acknowledging and responding to the content of what learners say
 acknowledging/praising/correcting the language that learners use
 providing the answers on a handout/on the board/orally
 eliciting the answers orally
 getting learners to write up answers on the board
Play close attention to the whole class feedback that all the teachers collectively provide today.
Write down the different types of feedback techniques. Which did you see? (e.g. elicited orally from the learners, written
on the board, a handout etc…)
Did any of the teachers provide feedback to the content of what learners had to say, (i.e. the message rather than the
language)?
Cont. on next page.
66
Did any of the teachers provide feedback on the learners’ performance of the task/activity? (e.g. comments on content
praise, or concluding the task with a clear ‘winner’ or prize).
Did any of the teachers provide error correction of any actual language errors? If yes, provide examples. If no, what errors
did you notice. Provide examples.
67
OBSERVATION TASK 15: SELF-DIRECTED TASK
Each teacher teaching today will provide you with an observation task that they have designed to help him or her focus
on specific areas of their choosing. Ensure that you have a copy of this and that you complete the right task for the right
teacher!
OR
If you have not been given this task, make some general observation notes below:
Teacher 1
Teacher 2
Teacher 3
68
OBSERVATION TASK 16: SELF-DIRECTED TASK
Each teacher teaching today will provide you with an observation task that they have designed to help him or her focus
on specific areas of their choosing. Ensure that you have a copy of this and that you complete the right task for the right
teacher!
OR
If you have not been given this task, make some general observation notes below:
Teacher 1
Teacher 2
Teacher 3
69
OBSERVATION TASK 15/16: THE LESSON AS A JOURNEY
Observe the lesson today and draw your impression of it. Think of the lesson as a journey. You will present your drawing to
the teacher during feedback (as a CELTA souvenir) and provide some explanation of it to the group. Be as creative as you
want!
70
71
want!
72
73
want!
74
75
SELF-EVALUATION TASKS
SELF-EVALUATION TP 1: RAPPORT , DYNAMICS & TTT

1. Did you introduce yourself and write your name on the board?
2. Did you use the learners’ names? Yes/Mostly/Partially/No
3. Did you smile?
4. Did you speak to the learners as if they were a) normal people, or b) just students?
5. Did learners tell you anything personal about themselves of interest to you?
6. Did you show interest in the content of what they were saying? How?
7. Did you allow learners sufficient time to speak themselves or did you tend to dominate?
8. Did you use a combination of a) sitting b) standing and c) monitoring/circulating?
9. Was there enough variety of interaction patterns: individual/pair/group/whole class?
10. What 2 things could you do to feel more relaxed or confident?
a)
b)
11. Were you aware of any personal habits that present themselves when you teach, e.g. mumbling, fidgeting, speaking
too fast or too much, speaking too loud or too softly repeating something like “Okay” a lot, etc.?
12. How was the volume of your voice? Too loud/About right/Too soft
13. Are you able to vary your volume depending on whether you are talking to individual learners or the whole
group? Yes/Mostly/Sometimes/No
14. Was your own use of language accurate? Yes/Mostly/Needs improvement
15. Was your own speech clear? Yes/Mostly/Partially/No
16. How was the quantity of your Teacher Talking Time (TTT)? Too much/About right
17. Eliciting - One way of reducing TTT increasing learners’ STT is by eliciting. Were there any examples of effective
eliciting in your lesson? What were they?
76
77
SELF-EVALUATION TP 2: SETTING UP ACTIVITIES & MONITORING
1. Were you able to successfully get the attention of the whole group? Yes/Sometimes/No
2. If yes, how did you achieve this? If not, what could you do to achieve this more successfully in subsequent lessons?
3. Did you remember to handout materials AFTER setting up task?
4. Did you have students “restrict access to text” while setting up tasks? (Having students fold paper to reveal only
one activity or having students turn papers over while tasks were being set).
5. Did you use ICQs? Were they relevant? Provide examples from the lesson.
6. Demonstrations or use of ‘demos’ not only help to set up task effectively, they also provide contextualized transitions
between various stages of your lesson. Which of the following types of demos did you include in today’s lesson?
7.
a) Demonstrating an activity yourself
b) Demonstrating an activity with a stronger learner
c) Doing the first example of an exercise together as a class
8. Rate your instructions giving today.: Excellent / Reasonable / Needs work / Abysmal. Why do you think this was the
case?
9. What notes did you take while monitoring? How did you use this information in feedback stages?
78
79
SELF-EVALUATION TP 3: PLANNING
Consider how successfully this particular lesson worked for these particular learners. Name 2 things that were most
successful:
a)
b)
1. Name 2 things that you would do differently of you were able to teach this lesson again:
a)
b)
2. Lesson planning doesn’t just involve the lesson plan document itself, but all the processes that go into conceiving of
and preparing a lesson for a group of learners. How long did you spend planning this lesson?
3. What was our favorite aspect of planning this lesson?
4. What was your least favorite aspect of planning this lesson?
5. Did planning make you feel more confident with the lesson?
6. Consider your procedural detail. How did this provide direction for you?
7. Could a substitute teacher teach your lesson from this lesson plan?
8. Consider your analysis of language. How did this help you?
9. Consider your anticipated problems/solutions. Hos did these help you?
10. Did you plan for a variety of interaction patterns, activity types and types of materials? For example?
11. If you taught this lesson again, what changes/additions would you make in planning?
12. What aspects of planning would you like more clarification on from your tutor(s)?
80
81
SELF-EVALUATION TP 4: THE LEARNERS
Consider how successfully this particular lesson worked for this particular group of learners. Name 3 things that were most
successful.
a)
b)
c)
Name 3 things that you would do differently if you we able to teach this lesson again.
a)
b)
c)
What’s your understanding of the principle behind these statements? And do you agree?
“Teach the learners and not the plan.” “People are more important than plans.”
What advice can you give the new teachers taking on this group of learners in terms of:
Planning
Teaching
What are this group’s primary / ongoing learning priorities or needs at this point? (And provide evidence for this if you can,
e.g. examples/errors, etc.)
a)
b)
c)
What do you anticipate you will need to focus on with the new level in terms of:
Their needs at the new level
Your own teaching skills at the new level
82
83
SELF-EVALUATION TP 5: TASK ACHIEVEMENT
1. In general, did learners do what you wanted them to do today? Why? Why not?
2. Consider timing and level of challenge. Did learners actually complete all the tasks activities you set for them today?
Why? Why not?
3. Consider task achievement. How successful were the learners at those tasks/activities? Why? Why not?
4. So overall, what did learners learn from the lesson today?
5. Was the planning of this lesson successful? Why? Why not?
6. What did you learn:

a) from planning this lesson?
b) from delivering this lesson?
c) about the differences between the levels (if you taught the new level today?)
84
85
SELF-EVALUATION TP 6: GENERAL REFLECTION
1. What were the 3 main strengths from the lesson?
a)
b)
c)
2. How did these help the learners achieve the lesson aims?
3. If you taught a language focused lesson (grammar lexis, functions), how effectively were your techniques for
clarifying meaning, form, pronunciation (e.g. eliciting, concept checking, drilling, highlighting form, and guided
discovery?
4. If you taught a skills lesson (reading, listening, speaking, writing) how did you make sure that learners actually did
the tasks in the way that you wanted them to and thereby practiced or developed what you actually wanted them
to practice / develop?
5. What issues did learners have with what you were teaching them? Provide concrete evidence for this, e.g. examples
of specific errors, completing tasks incorrectly, etc.
6. Did you support learners with these issues? If yes, how did you do this? If not, how could you have supported them?
7. Considering all the above, were your lesson aims met? Why? Why not?
86
87
SELF-EVALUATION TP 7/8: FINAL REFLECTIONS
1. What 2-3 things were the learners able to do (or do better) at the end of the lesson? What evidence do you have of
this?
a)
Evidence:
b)
Evidence:
c)
Evidence:
2. If you could change 2 things about the way you taught today’s lesson, what would you change?
a)
b)
3. On a scale of 1-5 (5 being the highest) how engaged were the learners throughout the lesson?
1 2 3 4 5 What evidence do you have of this?
Final Thoughts
List the three aspects of the CELTA that you found most useful.
a)
b)
c)
What advice would you give anyone who is planning to take the CELTA?
88
89

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CAMBRIDGE CELTA

APRIL 1-27, 2019

Assignment 1: Skills Related Task .................................................................................................... 24

Assignment 4: Lessons from the Classroom ...................................................................................... 41

Self-evaluation tasks ....................................................................................................................... 76

Purchase the following and bring on Day 1 of course:

 a 2-inch thick binder

Section 1: Course docs - 4 page covers labelled:

Section 2: Input sessions

Section 3 – Assignments – 2 page covers labelled:

 Assignment notes Submission 1

Keep all remaining page covers at back of binder.

 Blue CELTA 5 course record booklet

Grammar Practice Activities (Ur, 1998: p 215).

Stage Two: TP 3 & 4

Stage Three: TP 5 & 6

Stage Four: TP 7 & 8

Receptive Skills: Productive Skills:

Test-Teach-Test Text-based Situational

Lesson type Length Date

Tutor: Appropriate Personal Aims? Yes No N/A

Tutor: Sources Acknowledged? Yes No N/A

Anticipated problems (classroom management, content Solutions to these problems:

Time Stage & Aim Procedure Interaction

Examples of main aims are:

Aids and Materials

Anticipated Problems and Solutions re: Classroom Management (CM)

 Presentation stage – focus on meaning  Listen/ read for specific information

 Lead in: To generate interest in the topic of television

 Consolidation: To give students a written record of the language

 Gist Listening: For Ss to get practice listening for main idea

 Free(r) Speaking: To provide freer speaking practice and personalize topic

 Presentation of TL: To present the question form and short answer

 Focus on meaning (guided discovery): To clarify meaning of TL in a S- centered way

 Focus on form: To check Ss’ prior knowledge of form rules

Example: Write the first item on the WB.

T: With your partner, decide which word doesn’t fit?... answer?

T: Right, good! (T circles luxury)

ICQ: How many words in each row can you circle?

T: You have 5 minutes. Work alone. (T distributes materials).

 Feedback – How will you check and confirm answers?

T: Look at the board. 1 of these is correct. 2 are incorrect. With your

T clarifies by asking CCQs, prompting Ss providing examples.

 T>OC/WC = Teacher talking to the whole class.

 S = Students working individually

 S<>S = Students working in pairs.

 Grp/GW = Students working in groups.

 Mingle / S<>S<>S = Students milling round the classroom.

GRAMMAR ANALYSIS TEMPLATE

Meaning – Keep it simple.

Check Meaning (CCQs & answers)

Meaning - Problem 1 Solution 1

Form – Problem 1 Solution 1

Pronunciation – Problem 1 Solution 1

Meaning (Keep it simple!)

How will you convey meaning?

Check meaning (CCQs & answers)

Meaning - Problem 1 Solution 1

Form – Problem 1 Solution 1

Pronunciation – Problem 1 Solution 1

Have something done (also called “causative have”)

I’m going to have my house redecorated.

Meaning – Someone does something for you. You do not do it yourself.