This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.

1. A brief presentation by
Mahesh Babu and Gorakhnath
Gangane© 2013
English Language Instructors, PYP
Campus, Jazan University, Jazan, KSA.

2. Cambridge Regional College, Cambridge, UK
 An intensive 4 weeks course
 Can be taken at different times in a year.
 The certificate is awarded by the Cambridge ESOL.
 It is an internationally recognized initial credential for
EFL teachers.
 There are 286 approved CELTA centers in 54 countries
providing almost 900 CELTA courses every year.
 The part time course of 12 weeks duration is also
available.

3. CELTA: Some Professional Tips for Teachers
 Get to the classroom 10 minutes in advance.
 Be well prepared for your lessons.
 Manage time effectively (50 minutes).
 Assess your strengths and weaknesses regularly.
 Respond positively to feedback from students.
 Proper board plan.
 Don’t go over your allotted time slot.

4. This presentation will focus on the
following:
1. Lesson Planning
2. Application procedures

5. Lesson Planning
CELTA demands pre-planning at every step of your lesson.
It involves the following steps:
1. Aim
2. Evidence
3. Rationale
4. Personal Aims
5. Materials

6. 1. AIM
 This is what you want the students to be able to do
better by the end of the lesson.
 Your main aim is your destination.
 Only one aim in a lesson.

7. 2. Evidence
• Evidence is how you will know if your aim has been
achieved.
• This can be known if your students are able to complete
the exercises at the end of the lesson.

8. 3. Rationale
It is the brief description of, and
justification for, the approach taken in this
lesson.

9. 4. Personal Aims
 These aims will relate to you as a teacher and
will help you to focus on your personal
development as to whether you are constantly
becoming a better teacher or not.

10. 5. Materials
 These are the things you need to make your
lesson more effective.
Eg. Flashcards, handouts, dictionaries,
images and internet, etc.

11. THE PROCEDURE SHEET
 This is the route map of your lesson plan.
 It tells you how you are going to teach your
lesson.

12. The Procedure Sheet involves the following
stages:
1. Lead-in
2. Pre-teach vocabulary
3. Initial Task
4. Detailed Task
5. Follow-up task (or) Freer Practice.

13. An example lesson
 Chapter 1 – Neighborhoods, Cities, and Towns
 Source: Interactions Access (Reading and
Writing)
 Publication: McGraw –Hill Companies, Inc, New
York, USA. Copyright © 2012
 Edition: Diamond Edition.
 Page numbers: 15 – 16.

14. 1. Lead-in
 To get students interested in the topic and
prepare them for the text.

15. 1. What do you see in the pictures?
2. Why do you go to college / university?

16. 2. Pre-teach Vocabulary
 To enable students to have sufficient vocabulary to do
the tasks you set.
 To prevent students blocking on key vocabulary central
to the topic.
- This involves 3 stages:
1. Meaning
2. Form
3. Pronunciation

17. Pre-teach vocabulary - Meaning
Word 1:
Success
Word 2:
Expert
Word 3:
Advice
Word 4:
Office hours
Word 5:
blocks
Word 6:
Budget

18. Word 1 – Picture

19. Word 2 and 3 – Personalized situation
I had a bad head ache. I tried so many ways to get rid of it
but at the end I had to meet a doctor who knew
everything about head aches. He was an ________.
I asked this expert doctor to suggest some ways to get rid
of head aches in future. He gave me some valuable
_________.

20. Word 4 – personal timetable
8-9
Class
9 – 10
Class
10 -11
Class
11 – 12
Office
hours
12 – 1
Office
hours
1-2
2-3
3-4
4-5

21. Word 5 and 6 – Picture

22. Pre-teach Vocabulary - Form
1. Success – Noun
2. Expert – noun
3. Advice – noun
4. Office hours – compound noun
5. Blocks - noun
6. Budget – noun

23. Pre-teach Vocabulary - Pronunciation
1.
2.
3.
4.
5.
6.
Success
Expert
Advice
Office hours
Blocks
Budget
-
/sək ˈ
ses/
/ˈ
eks pɜˈt
/
/əd ˈ
vaɪs/
/ˈ fɪs ˈ
ɒ
aʊəz/
/ˈ
blɒks/
/ˈ
bʌd ʒət/

24. BOARD PLAN
0
1. Suc / cess – noun
/ə/ /e/
0
2. Ex / pert – noun
/e/ /ɜˈ/
0
3. Ad / vice – noun
/ə/ /aɪ/
0
0
4. O / ffice hours – compound noun
/ɒ/
/a//ə/
0
5. Blocks – noun
/ɒ/
0
6. Bud / get – noun
/ʌ/
/ə/

25. 3. Initial Task
 To give students a reason to listen / read at a
gist level.
(Paragraph: Keys to Success in College. Page number: 15)
Gist Question: To be displayed on the board before
they start reading the article on their own.

26. GIST QUESTION
Choose the most suitable topic for the paragraph:
1. A college campus today
2. Tips for college students to succeed.
3. Study groups.

27. 4. Detailed Task
 To give students a reason to practise the receptive skills
of listening and reading more intensively.
 This task can include:
1. True or false statements
2. Choose the best answer
3. Match the following
4. Short answer type questions and
5. Completing sentences

28. Detailed task questions
Complete the definitions of these words:
1. An educational consultant is ____________.
2. ‘Office Hours’ are _________________.
3. Study groups are ________________.
4. An appointment book is ____________.
5. An expert is a one who ______________.

29. 5. Follow-up Task
 To exploit the topic of the text for a productive skill, i.e.
speaking / writing.
 This involves student participation based on the
understanding of the lesson.
 Divide students in groups of three or four.
 Pair the weaker with stronger ones.

30. Follow-up task
 Allow the students to discuss the following
questions with their group. Then let them share
their ideas in the open class feedback.
1. Share your three best study ideas with your
group.
2. How do you study for a test?

31. Anticipated problems and solutions
These are the problems that you expect might
occur during your lesson and how well you will
deal with these if they occur.

32.  These problems depend on the skills you are focusing
on:
1. Listening and reading:
Vocabulary,
context and content of text,
difficulty,
students’ different abilities,
length of text and
any cultural problems.
2. Speaking and writing:
Students’ language proficiency,
interest in the topic,
grouping students and
lack of ideas from students.

33.  Problems could be anticipated in three main
areas:
1. Meaning
2. Form
3. Pronunciation

34. 1. Meaning
 Does the word / structure have other meanings?
 In what way is it different?
Eg. Block.
Problem – Three meanings
1. Hindrance / obstruction
2. A large solid piece typically with flat surfaces on
each side.
3. Referring to a partition or division of a place or in
time.

35. 2. Form
1. Does the word have an irregular form?
2. If the word is a noun, is it countable or
uncountable? How will it change the usage?
3. Does the word have a capital letter at the
beginning? (Eg. English)
4. When you create the ‘ing’ form, do you have to
double any consonants? (eg. Run – running)

36. 1. Problem: Students might think that the words ‘Success’
and ‘advice’ are countable nouns.
Solution: Give them examples and show them that
these
words are uncountable.
2. Problem: Students might interchange ‘advice’ with
‘advise’.
Solution: Show them with examples that ‘advice’ is a noun
and ‘advise’, a verb.
Eg. The doctor gave me an advice.
The doctor advised me.

37. 3. Pronunciation
1. What’s the word stress? What is the sentence stress?
2. Which sounds are difficult to say?
3. Which sounds change when you say them in a sentence?
(Eg. ‘of’ in the sentence, ‘I have never heard of him’)
4. Are any sounds lost? (Eg. Mashed Potatoes) Are any silent? (eg.
Knife)
5. Are any words squashed together?
(Eg. ‘Do you’ – ‘D’you’) or linked? (Eg. Turn it off)

38. Problem 1: Students may put the stress in the first syllable
for the words, ‘success’ and ‘advice’.
Solution: Drill the students by showing the correct syllable
stress on the board.
Problem 2: Students may pronounce the word ‘budget’
without silencing the ‘d’ sound.
Solution: Drill them with the correct pronunciation until they
get it right.

39. Anticipated problems with learners and
classroom management + solutions
Problem 1: There may be latecomers.
Solution: Integrate them into the class as quickly as possible and
with minimum disruption to the students.
Problem 2: Certain students may dominate during open class
stages.
Solution: Nominate more to ensure more equal participation. Use
encouraging eye contact and gestures to get participation from
all students.

40. Problem 3: Weaker students may struggle due to lack of
understanding.
Solution: The teacher should monitor closely, supporting as
necessary and encouraging students to self correct and
to work collaboratively.

41. APPLICATION PROCEDURE

42. 1. Log on to www.camre.ac.uk

43. 2. Application process

46. 3. Once you are through with the Pre-interview tasks and the
application process, you will receive an e-mail from a trainer of
CELTA course.
4. You will be asked to choose a date for a one-to-one skype
interview.
5. Once the skype interview date is fixed, there will be one more
task that would be sent just one hour before the interview.
6. The skype interview will commence exactly at the time fixed.
7. The interview will be of 1 hour and 30 minutes duration. It will
focus on the pre-interview tasks and the other recent ones in a
detailed manner.