CELTA Course Content
The content of the CELTA course is covered during the teaching practice, written assignments and the daily workshops and seminars that you’ll attend.
The following is a typical CELTA schedule for the workshops and seminars on a four-week CELTA course (part-time course schedules cover the same content, but are spread out over a longer period of time).
|
DAY |
SESSION ONE |
SESSION TWO |
|
WEEK ONE |
||
|
One |
Course introduction and example activities for breaking the ice with a new class of students | Attend a foreign language lesson (learn Swahili!) and learn about classroom management |
|
Two |
What are the essential aspects to vocabulary and how to teach them | Learning/Teaching: differences between language learners |
|
Three |
How to teach a reading or listening lesson using different types of tasks | How to analyze difficult grammar items, preparing to teach them in the classroom |
|
Four |
Characteristics of a good lesson and how to prepare one; how to write a lesson procedure | How to present grammar in the classroom; how to introduce grammar items through a reading activity |
|
Five |
What are the sounds of the English language and which are the most difficult for students | How to check effectively that a student understands a grammar or vocabulary item |
|
WEEK TWO |
||
|
One |
How to clarify/check meaning using timelines | Different ways to present and practice vocabulary; ways to help students remember new words and phrases |
|
Two |
How to present grammar/vocabulary according to student needs | Effective grammar exercises to ensure students get practice they need |
|
Three |
How to use authentic materials in the classroom as a way to practice reading/listening | How word stress and intonation affect understanding and meaning |
|
Four |
How to deal with student errors to improve accuracy and not demotivate the students | How to use different examples of situations and experiences to teach grammar items |
|
Five |
What are modals and functions, how they are used in English | Drilling workshop to help teachers deal with pronunciation problems in the classroom |
|
WEEK THREE |
||
|
One |
Planning a course; how to put together a series of lessons | How to present language through a task; how to personalize it for individual students |
|
Two |
Observe an experienced teacher at a local language school; meet new students | |
|
Three |
Explore the tense system in English and how it relates to communication | Different learnings/different places: how a student's native language affects learning |
|
Four |
Video observation and analysis of an experienced teacher working in Spain | Job hunting: resume/cover letter writing; how to represent yourself professionally |
|
Five |
Different ways to practice speaking activities; providing useful feedback | Differences teaching General/Business/One-to-one/Academic English |
|
WEEK FOUR |
||
|
One |
Growing as a teacher; professional development and post-CELTA options | Problems students have with written English, how to approach issues in the classroom |
|
Two |
How to teach English to younger learners (5-16) and making it fun! | Literacy issues: seeing English through the eyes of learners who don't use the Latin alphabet |
|
Three |
How songs/videos can help practice listening skills; media as springboard to engaging discussions | Job hunting: how to survive the interview; questions to expect, possible answers to give |
|
Four |
How to test language learners and discover additional needs | How to use the Internet as a tool for teaching and as a source for lessons |
|
Five |
Job hunting: teaching in different countries; salaries and best jobs | End of course administration and final Q&A with trainers |
