Preparing for the CELTA in Nine Easy Steps

A previous blog post looked at 10 books recommended for the CELTA course but I also received a number of questions on Twitter, Facebook and this blog from readers wondering about how to prepare for the CELTA or where to take the course. In this post, I will be referring to the four week intensive CELTA (or equivalent), with some additional information transferable towards the 12 week part-time or online CELTA course, and how best to prepare for such a course. The majority of certificate courses are usually held over four weeks and incorporate various teacher training sessions as well as observed teaching practice. Nevertheless, I have provided 9 tips and pieces of advice for those that want to do the CELTA with answers to some of the most common questions asked.

1. Where can I take the CELTA?

CELTA CentreThis is the first question you need to ask yourself is whether the course is available near to where you reside. You can find this out by going to the Cambridge English website and clicking on “Find a Teaching Qualifications centre near you“. You will then be directed to another page where you can find CELTA centres based on country and region within this country. What I do recommend is that you choose a centre which is in close proximity to where you reside otherwise you will be commuting to and from the centre as well as preparing for lessons in the evening. For example, I had to commute one and a half hours to the centre into Seoul and then back home again (a total of three hours each day) with me having to arrive at least by 8:30am. Thus, I had to be up by 5am to get the train to Seoul at 6am and especially not for the faint hearted. So try to choose a centre which is around 30 minutes away from where you will be residing during the next four weeks. I have heard that some people decide to do a CELTA abroad and find temporary accommodation during the period of their CELTA course.

2. Pre-Interview Task

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After applying for the CELTA, you will be asked to complete a pre-interview task. The pre-interview task is your chance to show your awareness of the English language, the differences between similar words, the sounds of the English language as well as completing an essay related to teaching or what constitutes a successful lesson. With regards to the language awareness, you will be provided with several learner errors and asked to correct the mistakes by writing a grammatically correct sentence. Below are examples of the pre-interview tasks which have been sourced and are freely available from the University of Texas.

Error Correction:

Each of the exchanges below contains a mistake. In each case:

  1. write the corrected version in the space provided
  2. clarify your correction in simple English to explain the mistake

Example

  • Mr. Smith:  “Do you have much experience in the restaurant business?”
  • Giorgio:      “Yes, I’ve been working as a chef since 10 years.” 
  1. I’ve been working as a chef for ten years.
  2. We use ‘since’ before a point in time – for example, since Tuesday, since 1992, since 5 o’clock. We use for before a period of time – for example, for two weeks, for six years, for ten minutes. In this case ‘10 years’ is a period of time, so we need ‘for’.
Differences in meaning:

Comment on the difference in meaning between the following pairs of sentences, and outline how you might teach these differences in meaning.

Example:

  1. Claire is working late again; she’s so passionate about her work!
  2. Jane is working late again; she’s so obsessed with her work!

In the first sentence, the word ‘passionate’ suggests that Claire’s reason for working late is that she is driven by a love for her job and a healthy desire to succeed. In the second sentence, the word ‘obsessed’ suggests that Claire’s reason for working late is that she lacks a healthy balance in her life. She is so fixated on her work that perhaps she doesn’t do anything else, or perhaps other areas of her life are negatively affected.

To teach it, I would draw two pictures (or bring in two photographs). The first would be of a person working at her desk in an office. I would show the time with a clock on the wall (showing 9:30 pm). She would have a smile on her face to show that she was happy (and passionate about her work!)

For the second sentence, I would have a picture of Jane at her desk in her office, but she would look tired (and a little stressed). The time would still be 9:30pm on the clock. I hope these two examples would show the positive/negative aspects of the two sentences.

Word stress and stress patterns:

Word stress, which focuses on the stress within particular syllables, such as ‘banana’ and the stress being bolded and underlined: baNAna. You will receive a possible grid of particular stress patterns (oOo, Ooo, ooO, etc.) and you must try to place words under their corresponding stress item. The activity below will help you better understand what is expected.

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The final activity, related to the corresponding sounds of English, is attempting for you to connect same sounds with different words.  If you are able to complete the following activity, it will help you learn about the sounds of isolated units from words. You may receive an activity to connect words with the same vowel sound (lead & sheep). There may also be an activity whereby you have to connect consonants or focus on the endings and beginnings from different words. It is not a tough task but you do need to spend a bit more time on this activity. An example activity is available below and, again, you will be download this task from the University of Texas website.

Match the underlined sound of the words in column A to a word in column B with a corresponding sound. Note: the sound can correspond to any sound in the words in Column B. For example: advice goes with sip. Beware! The spelling of the sound may be different!

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All example tasks above are credited from the University of Texas ESL department.

3. Interview Questions

Prepare for the interview, Wikimedia © 2015

When you first decide to do the CELTA (or equivalent), it is best to prepare for your interview. You do not exactly go to a particular centre and expect the red carpet to be rolled out for you. You need to show that you are enthusiastic about teaching and keen to undertake a gruelling training course. One way for trainees and the centre to gauge your suitability for such a course is to interview you. When I went to the British Council in South Korea, I was interviewed with another possible trainee and we both had to work together on a particular task. We were then taken out of the room and interviewed individually. As well as being interviewed in person, we also had to write about a teacher that we admired when were students. So be prepared to write something in a short space of time – I think we had around 20 minutes. There are some questions that you should prepare in advance for the interview, as with any important interview. Some of the following questions you should consider answering for the CELTA interview could include:

  • Why do you want to do the CELTA course?
  • What do you know about the CELTA course already?
  • What is the most important thing to do in first lessons?
  • How do you see yourself in a team?
  • How do you react to feedback and criticism?

The interview is essentially to see if you are able to undertake such a demanding course as well as have the personality to that will aid you when working with other trainees.

4. Other Trainees

Get on with all other trainees on your CELTA course, Bloomsbury News Blog © 2015

When you are on the CELTA course with other trainees, it is important that you get on well with them and you should not be on a witch-hunt when observing other trainee’s teaching practice. The first day is important as you will meet the other trainees as well as the trainers. It is vital that you get on well with all people on the course and with your trainers as they will be providing and offering feedback on your very own teaching practice. If you end up giving a lot of negative feedback which is not so constructive and rather personal about your peers’ teaching practice or not listening to your own feedback from the trainers, you will find the course very tough indeed. Trainers will want you to incorporate a lot of what they mention into the teaching practice and you will be expected to offer constructive feedback on your peers’ teaching practice. I remember have heard trainees being shown the door if they are unable to take on board the feedback from input sessions or teaching practice or have difficulty adjusting to what is expected. Treat your other trainees with respect no matter how heavy the pressures are with the course. All trainees are in the same boat and you will be expected to work together as a team and helping each other (when needed) to assist in the preparation of your teaching. The biggest thing is not to lose your cool and not to start any personal vendettas against your fellow trainees.

5. Social Calendar

Screen Shot 2015-07-28 at 15.00.26When you are doing the CELTA course, you will find that you will have very little time to socialise during the week and at the weekend, you will feel like having a rest from the course.  It is a very tough and intense course, with very little opportunity to relax so best to cancel all those evenings out with your friends, forget birthday parties as well as your partner. They will see very little of you during the next four weeks. I remember having no social life during the four weeks. The Director of the school came into the session and compared the CELTA Course to a ‘boot camp‘ for English language teachers. It was a simple analogy but it is in fact very true. Once I finished the course, all trainees went out with the trainers to celebrate completion of the course and we had a lovely meal all together. During weekends, I was too tired to do anything and would wake up late on Saturday, spend time with family before returning to lesson preparation on Sunday for the Monday. It was a tough and arduous four weeks but you will feel a great sense of achievement. However, you should ask yourself if you have the support and understanding of family and friends while you are focusing on the CELTA Course for four weeks and have very little time to devote to them.

6. Lesson Planning

Harry Potter LessonPlanning your lessons is not meant to be easy and it will take a while for you to get used to the expectation from the CELTA trainers. Your trainers will probably give you an input session on the first day on how to write lesson plans and what they expect from their trainees. It is likely you will receive an electronic lesson plan template which you could use for all your lesson planning needs. Prepare to spend as much time on the lesson planning as much as preparing all the material for your lessons. There are some areas you need to consider when writing your lesson plan and you may have a coursebook to refer to when preparing your lessons. If you have a coursebook which you could refer to during the course, then read the Teacher’s Book. It will have a lot of information about the relevant pages from the coursebook as well as suggested staging of the lesson. You will be expected to supplement the coursebook as much as possible and incorporate some of the teaching ideas and activities suggested during teacher input sessions by the trainers.

When writing your lesson aims, it is best to focus on the following: “By the end of the lesson, students will have …”. This attempts you to reflect on your lesson and what your students will have achieved by the end of the lesson. If you look in the Teacher’s Book of the coursebook, you will see some aims and this will guide you completing this section of the lesson plan. When you look at subsidiary aims – those aims which are not as vital as those primary aims but do play a role in the classroom – you do need to access what skills and systems are being practised during the lesson. For example, if you are focusing on a role-play at a Post Office, then main aims are likely to be functional language and subsidiary aims could be question and answer formation, listening and speaking skills. As well as aims, there are other vitally important areas in the lesson plan, such as the class profile.

While writing the class profile, ask yourself the following:

  • What are their names?
  • What are their linguistic strengths and weaknesses?
  • How long have they been studying English?
  • Why are they studying English?
  • Are there any particular pronunciation issues?

It is important to ask students this in the first lesson and to keep a record of your learners as this will help you within this area of the lesson plan. Write your class profile and update if you learn something new and share this information with the other trainees. Finally, when writing the staging of the lesson, try to focus on the methods suggested by the trainers or those demonstrated during the input sessions. While thinking of the stages, think about the activities that you want to cover, the mini-stages as well as how to achieve your primary aims from the lesson plan. The first question asked by the trainers is, “Did you achieve your aims?” followed by “How do you think the lesson went?”. Keep the staging logical and try to refer to it as much as possible. The more practice you have with lesson planning during the course, the better you will get at anticipating how long activities may take.

7. Lesson Observations & Feedback

As mentioned previously, the feedback focus on your teaching practice will look at whether the aims and objectives were achieved but trainers will always ask leading questions to ascertain whether you think your lessons was satisfactory. Lesson feedback is not meant to criticise your teaching but is enabled to support you as a trainee and feedback, as was part of my course, was conducted in front of all other trainees. The other trainees are prompted to provide feedback so do not feel surprised by the trainers asking for opinions from other trainees. During the observation tasks, trainees will be requested to focus on particular areas related to the teaching practice. A memorable activity from my CELTA course which I was asked to conduct was to look at particular tasks or areas of teaching that I would like to incorporate in my classes and some suggestions for things to recommend for the trainee to incorporate into future lessons. It is very important to provide balanced feedback on a lesson that you have observed and to move away from pure criticism. The trainers and your peers, as mentioned previously, would not thank you for your negative contribution.

While teaching, try to take on board some of the feedback that you have received from your fellow trainees as well as from the trainers. If you demonstrate that you are incorporating their suggestions and taking on board their feedback, you will have minimal problems. Your trainers will praise you for doing what they recommended. It is easy to think that you know better than your trainers or fellow trainees but keep your opinions to yourself, there are only four weeks and you can return to what you think works better for your afterward the CELTA course.

8. Primary Reading

A previous post which I wrote related to the top ten CELTA books is incredibly useful but there might be additional reading that your centre will recommend. I would recommend reading as many books as possible related to teaching English as a foreign language whether they made my list of the top ten CELTA books or are recommended by your CELTA centre. You will receive a list of recommended books to purchase prior to starting the CELTA course and the majority of the books that I recommend are very useful. They can be referred to during the course and will help you while preparing your lesson plans as well as the written tasks which are provided later in the course.

The four books you should really consider purchasing for your course are:

  • “Grammar for English Language Teachers” by Martin Parrott
  • “Practical English Usage” by Michael Swan
  • “Learning Teaching” by Jim Scrivener
  • “Classroom Management Techniques” by Jim Scrivener

9. Enjoy the Course

The biggest tip that I can give trainees doing the CELTA course would be to enjoy their time and experience. The four weeks ends very quickly and you will find yourself missing the other trainees and trainers when you have finished. The course was fantastic and I learnt so much in such a short space of time. It is difficult to enjoy your time while doing the CELTA but if you relax, learn from all feedback as well as the input sessions and get on well with all other trainees, the course will a lot more manageable and you will receive a great deal more support from others. If you isolate yourself, you will be counting down the days until you finish. If you have enjoyed the course and the other trainees, you will make a lot of new friends and will end up keeping in touch with other teacher trainees. The trainers will also be able to offer some career advice regarding English language teaching and if you make a good impression, it may be possible that you secure some employment with the centre afterwards.


I hope all the advice above is useful and you take this on board. What did you take away from the CELTA course? Would you have any words of wisdom for our readers?

0 thoughts on “Preparing for the CELTA in Nine Easy Steps”

  1. This was so very helpful. I was going to take the course this summer, but decided to wait until I could grasp the expectations, etc. Thank you.

    I know what to expect; I know how to prepare. Thanks, again!

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