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Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻‍🏫

Here’s everything I learned in the process of earning CELTA’s top grade, plus something you won’t find elsewhere: Pass-A-quality example lesson plans, assignments, and more.

Are you doing a CELTA course and shooting for an A? Or just want to learn more about what it takes? You’re in the right place.

I’ll start by being more pessimistic, but then I’ll dial it back. First, here’s Jo Gakonga with a short summary of the CELTA assessment guidelines :

Jenna Cody also has a great write-up about her experience getting a Pass A, and how difficult/intense it was.

Both Jo and Jenna want you to know that you probably shouldn’t be aiming for a Pass A. Jo starts out with this line: “The rather harsh truth that you might not want to hear is that you’re almost certain not to get a Pass A at CELTA. They don’t give that very easily.” And here’s Jenna: “I highly doubt that someone on the CELTA course with zero teaching experience could get a Pass A unless they were preternaturally talented or had some indirect experience.” Then there are Cambridge’s published grade stats , broken down by country and year. The 2019 results show that 6.5% of students got a Pass A, and in 2018 it was 5.4%.

So how hard is it? Getting a Pass A will take a lot of work, but I think everything above paints too pessimistic a picture. I got it without any teaching experience, and I don’t think I’m that talented. There are lots of things you can do to improve your odds, and I’m here to help!

My first advantage was that I did a semi-full-time six week course, and I wasn’t working while doing it. Four week courses are probably the most common, and the limited time is why CELTA is described by almost all students as intense. I was very grateful for the extra two weeks in my course, and it definitely gave me more time to polish everything I did. So for starters, don’t do a four week course if you can help it. However, in order to find a course with a longer schedule, you might need to shop around internationally…

Choosing a CELTA Training Center

It used to be that you had to do the course in person. Covid changed that. Now you can shop around internationally and attend online, choosing the center that fits your budget, ideal start date, course duration, and time zone. CELTA is highly standardized and teaching centers get close scrutiny from Cambridge, so I’m guessing that tutors in most centers are at least decent. And no matter where you take the course, your tutors and students will all be speaking English.

I went with International House Mexico . In addition to being one of the best priced centers in the world, their time zone is friendly for US students, and most of their instructors turned out to be excellent.

Note that many companies teach Cambridge’s CELTA course, which was confusing to me at first when trying to choose where to take it. The biggest players are International House and Teaching House , both of which have many locations around the world. But there are many other training centers and universities that also teach CELTA. Cambridge’s official site can help you sort through them all by country and city, but its UX is not great. StudyCELTA has an easier to use search that lets you find places based on CELTA course type (online intensive, online part time, online blended, full time face to face, or part time face to face) and course starting date, but they only show testing centers that they partner with. I used a mix of both websites to narrow down my choices.

Example Materials

Probably one of the more useful things you can do (even more than giving yourself extra time for the course) is to learn from high quality examples. CELTA tutors will conduct some demo classes and probably give you example materials for some (but not all) assignments, along with example teaching practice (TP) lesson plans from a prior student or two at their center. You should definitely learn from those! However, the quality of the written materials may vary. Some will definitely not be at Pass A level. So here I’m providing examples of my own work to give you ideas about how to approach and structure things and give you a sense of the level of work that will be needed. If this helps you, please let me know in the comments!

These are meant to be examples only. Don’t use any parts of them directly. Cambridge holds the submissions of all past CELTA students, including me, and they put assignments (and possibly other work) through plagiarism detectors. They’ll deny you a certification at the end of the course if they detect that you reused someone else’s work.

CELTA Assignment 1: Focus on the Learner (FOL)
CELTA Assignment 2: Language Related Tasks (LRT) — Includes tutor feedback
CELTA Assignment 3: Language Skills and Related Tasks (LSRT) — Includes tutor feedback
CELTA Assignment 4: Lessons from the Classroom (LFC) — Includes tutor feedback
CELTA TP6 Lesson Plan: Functional Language
TP7 Print Sheet — Streamlined copy that I used as my reference during class
CELTA TP8 Lesson Plan: Writing — Includes tutor feedback
CELTA Self Evaluation for TP6
CELTA Self Evaluation for TP7

Hopefully, yours come out better than mine!

Although your written materials might help push you over the edge from a regular Pass into Pass B or Pass A , of course they’re not everything. Being an effective teacher during your teaching practices is the baseline, and is at least as important. So I’ve got more tips…

This will mean an additional 45+ minutes of prep for each lesson, but I found it so beneficial that I stuck with it every time. During every dry run, my first pass was somewhat rough and I was able to make adjustments that made it better the second time around when I had real students. It helped me understand where things weren’t working and also where I needed to shorten things to stay within the available time.
Your first few dry runs will also be good opportunities to make sure you’re fully comfortable with any tools you’ll need like Zoom whiteboards/breakout rooms, Google Slides/Forms/Jamboards, etc.
After submitting a TP lesson plan, prepare a streamlined version that you can print in advance of your lesson (see the example I included above). This printout should be easy to read at a glance and exclude any fluff you won’t need during the lesson (references, detailed language analysis, etc.).
Incorporate any feedback tutors give you into your very next TP if possible, or as soon as appropriate. They want to see you show growth and responsiveness to feedback during the course. If your style or preferred teaching methodologies are different than theirs, that’s fine to go back to after the CELTA course. In the meantime, you should follow the opinionated approach that you’re paying them to teach you.
Participate at least a little in post-TP peer feedback, and write meaningful self evaluations. Both are expected for students with high grades. To make self evals easier to write, I waited until getting TP feedback from my tutors and incorporated parts of their feedback into what I wrote.
It’s okay to ask more questions about assignments since that’s not held against you in the same way.
For me, my tutor said that if I was scored then, I’d probably get a Pass B. He also gave helpful tips on where to focus to continue doing better.
After my next TP, I asked if I’d made enough progress on the areas he mentioned to be on track for Pass A, and I got even more advice.
I was told that Pass A students typically include lots of scripting in their TP lesson plans, including for any instructions, transitions between lesson stages, ICQs (instruction checking questions), and CCQs (concept checking questions). Make sure your scripts are concise and use appropriately graded language for the level of your students. I started out a bit wordy, and continually got feedback about reducing TTT (teacher talking time).
Learn everything you can about your language focus for the lesson, and make sure to include a language analysis table or section in every lesson plan. In addition to this being important for higher grades, the time I spent on this helped me several times with questions from students. I had solid answers for them as a result of the research I’d done beforehand, even when I hadn’t intended to include the more detailed coverage in the lesson.
Since all assignments are allowed to be resubmitted once, CELTA tutors stress that failing an assignment on the first try is no big deal and that you can think of the first submission as a draft that you’ll get feedback on before submitting the final version. But I wouldn’t rely on this. Based on what I gathered from them, getting a Pass B will be hard if you need to resubmit more than one assignment, and Pass A might not be possible with any resubmissions. Take extra time before submitting to get your polish in on the first try.
One of my tutors said assignments have a 10% word count leeway, so there’s no need to spend extra time e.g. shaving off a few more words if you’re over the limit. But you might want to confirm with your own tutors beforehand that it’s okay to rely on this.
Be organized and on time for everything. My recommendation: Prepare a detailed checklist each week of everything you need to do that week (see the example below). The schedule given to me by IH Mexico was kind of a mess—it was hard to follow and too high level for me. Partly as a result, my peer that I worked most closely with occasionally prepared for the wrong things or didn’t realize an assignment was due until the last minute. My checklists made it much easier for me and made me feel good about completing even small things that I’d then get to check off.

Following is my checklist for week five that I wrote in Evernote (which lets you easily create lists with checkboxes). I marked things to show up live for (Zoom calls) with 🎙️, and deadlines with ⏰.

🎙️ Monday 11am: Live group class
Read tutor feedback for LRT assignment
Read guided lesson plan
Read examples and references
Read my prep notes from 12/04
Review demo lesson
⏰ Wednesday 2 hr before: Submit final online
Prepare print sheet
Read my prep notes from 12/04 and 12/09
⏰ Friday 2 hr before: Submit final online
Dry run beforehand
⏰ Thursday: Write and submit self evaluation
Read tutor feedback
Guided lesson planning session for next week
⏰ Saturday: Write and submit self evaluation
Unit 14: Correction
Unit 18: Lesson Planning 2
Unit 19: Writing
Unit 20: Recording & Recycling Language
Observation: Task-based learning: Justin Vollmer (1 hr online)
Ask tutor about delta between my current performance and Pass A
Read instructions
Read suggested resources and examples
Fill in CELTA-5 info for the week
Finish draft of to-do list for week 6

If any of this helped you, let me know! And feel free to share your own advice.

Are you preparing for CELTA? Then check out my post on the best English teaching books to help you prepare.

17 thoughts on “Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻‍🏫”

This is amazing! Thank you so much for your insight and all the detail you included! I start my CELTA this coming Monday! I’m also doing it with IH Mexico City, but I’m taking the part time course, so it will be spread out over 12 weeks. Fingers crossed!

Go get ’em, Pedro!

Hello! Cheers, i took my CELTA with IH Izmir i just completed my TP8 today im just hoping for the best although i must say the assignments really did my braincells dirty

Cheers, Dion! Congrats on completing the course. I liked the assignments (partly because I like writing generally), but they did take a lot of time.

Hello Steven!

I cannot adequately express how thankful I am to you for writing this article and including the resources above. I have been looking for an encouraging article from a CELTA graduate who passed with an A but had no prior teaching experience.

I saw your comment on Lao Ren Cha’s Blogspot page, and it nearly brought tears to my eyes. It has been so discouraging to continuously read about how one must settle for a ‘pass’ if they have no prior teaching experience.

My goal is an A pass as well, and I will religiously follow the advice here.

Thank you, thank you, thank you!

Thelma, it’s great to hear this was helpful! Clearly, you’re highly motivated and ambitious, and I’m sure you’ll have great advice to share with others after you’re done. Wishing you the best!

Thank you very much, Steven! I appreciate the encouragement!

I hope you are well.

I have returned to thank you for providing examples of your work. It really helped me to put my best foot forward during the course. I have just received my recommended grade and it’s a PASS B. What was that saying about the best laid plans of mice and men? 😀

Nonetheless, thank you so much for this helpful article and the examples. Much appreciated!

Congrats, Thelma! Pass B is dope! I know you were hoping for the A, but I think B is equal to A in terms of opening a few more doors for people without prior teaching experience. You’ll be a badass teacher. 😀

Thank you for the encouragement! Much appreciated!

Thank you so much for the tips and details of lesson plans. I am doing Celta and it’s taking a toll on my health. I can’t grasp evrrything,it’s just too hectic to do TP today and then prepare for next TP the day after next plus not forgetting assignments etc.. i am sure if one can learn all in 4 weeks ?

Thank you so much for writing this article! It’s absolutely fantastic and filled with a lot of extremely useful information. I’ll be starting a 4 weeks CELTA program in April 2023 (didn’t have the option of a semi-full time unfortunately) and was wondering about the TP sessions for each skill…will the course tutors give us specific topics to teach or do we get to select which texts/books to teach students for these sessions? For example, for planning and teaching reading skills, do we get to decide what to teach within this for the teaching practice session to fulfill the language skills related task?

Thanks in advance!

Thanks, Babloo! In my case at least, the reading class was TP1, and because it was earlier in the course there was more guidance on the topic and what to include. I was given a section from an English coursebook to extract the reading material from.

This is so useful, thank you. Apologies if you’ve already said elsewhere and I missed it… how much experience did you have with the English International Phonetic Alphabet (IPA) before starting CELTA? Thanks!

None. I learned it as much as I needed to during the course. You indirectly raise a good point, though, that it would be very helpful to gain at least basic knowledge of the English IPA beforehand.

Heyaaaa, just wanted to say that 2 years later this post is still very extremely much… SUPER helpful!! Especially the attached samples, carried me through. I’m in my final two weeks of (part-time) CELTA. (fingers crossed).

Dear Steven Levithan, I would like to express my deepest gratitude for sharing your valuable experiences regarding the CELTA course. Your approach and the exchange of ideas and information reflect your distinguished and noble character, which is highly appreciated and deserving of recognition. I have a few questions about the lesson plans you’ve designed. Firstly, are the topics of these plans requested by teachers, or do you select them personally? Secondly, after designing these plans, is it necessary to execute them live in the classroom? Lastly, during the live execution of these plans in class, is it permissible to use the template of the lesson plan, or should they be presented from memory? I would appreciate a comprehensive explanation, as well as any additional advice you may have for the first and second weeks of the course that I should implement or observe in the classroom. Thank you for your guidance and support. Sincerely, Hamid

Focus on the Learner - help with CELTA Assignment One

Updated: Apr 26

On a CELTA course , you'll have to complete four written assignments. Each assignment is between 750-1000 words. The assignments can be assigned in any order, but most typically, the Focus on the Learner assignment comes first.

The first part of the assignment is a profile of the learner, or learners. Your tutors may set this up in a number of different ways, and might ask you to write a profile of one student or of a group of students. You may be asked to collect an example of the student's writing or to record them speaking. Then you'll have to write a profile of the student.

Typically, you're asked to give some general background facts, like age, nationality and occupation. This should be easy! You're then asked to give some more specific information that might inform how these students learn or what they want or need to learn. This will include their first language and their previous learning experiences, but you will also probably be asked to comment on motivations and possibly on learner preferences or styles.

If you're discussing motivations, it's good to mention the idea of intrinsic vs extrinsic motivation. Learner styles aren't really seen as very valid any more, but if you've been asked to mention them, the most common ones to discuss are visual, auditory and kinaesthetic.

I've used words like 'comment' and 'mention' because the important thing to remember is that you're not writing an in-depth profile of the student or students. You're writing a short profile of two or three hundred words. This is not a research paper for a masters degree and so if you've only collected a little information about the student(s), that's OK.

Because it's the first section, I've noticed that many CELTA trainees tend to spend a long time writing this part of the assignment, and then less time on the later sections. However, in my experience, it's the later sections of the assignment that tend to be the parts that people are asked to resubmit, so make sure to give the later sections plenty of time as well.

In the middle part of the assignment, you'll probably be asked to identify some of the student's (or students') strengths and weaknesses. You might be asked to comment on their ability with the skills (reading, writing, listening and speaking) or just with language items (grammar, vocabulary, pronunciation). Make sure to read the question given carefully, so you know exactly what you're being asked for. There's no point in listing ten points about a student's grammar mistakes if you were asked about their reading and listening skills.

The final, crucial, sections of the assignment are the ones that most often cause trainees to be asked to resubmit. You will be asked to identify errors that the students have made or language areas that they need to work on. The main mistake here is when a CELTA trainee is vague. You can't simply say that that the student gets tenses wrong. You need to say which tenses the student is mixing up. You can't say that they often mispronounce words. You need to say which sound they're pronouncing wrongly.

If you are specific in your analysis of the students' errors, then the final step should be easy. This is where you're asked to identify appropriate materials for students to help them with this error/language area. Again, in different CELTA centres you might be asked to do different things - some will ask you to find a freer practice activity, others will be fine with any exercise. What is essential is that it focuses exactly on the error the student has made and/or the need you have identified. You should also make sure that the exercise or activity you've found is appropriate to the learner's level and learning preferences that you described earlier in the assignment.

In summary, to succeed in your Focus on the Learner assignment:

make sure you read the instructions from your tutors and follow them.

don't spend too much time on the general profile at the start -- make sure it's clear and then move on to the later, more focused parts.

make sure your description of the students' language needs/errors is specific

make sure the activities or exercises match the needs/errors as exactly as possible.

About the author :

Dr Connor O'Donoghue hails from Ireland and he started teaching English as a foreign language in Poland in 2003 and he became a CELTA trainer in 2008. He has taught and trained in Ireland, the UK, France, Italy, Slovenia, Macedonia, Poland, Russia, Kazakhstan and Vietnam. Connor also holds a Masters and a PhD in Education from Trinity College in Dublin. He has previously managed large teacher training centres in Vietnam and in London before founding DC Teacher Training.

CELTA written assignment: focus on the learner(s)

The purpose of the assignment

The CELTA handbook (5th edition) explains that this assignment allows you to demonstrate that you can:

show awareness of how a learner’s/learners’ background(s), previous learning experience and learning preferences affect learning
identify the learner’s/learners’ language and/or skills needs
correctly use terminology relating to the description of language systems and/or language skills
select appropriate material and/or resources to aid the learner’s/learners’ language and/or skills development
provide a rationale for using specific activities with a learner/learners
find, select and reference information from one or more sources
use written language that is clear, accurate and appropriate to the task

That's a lot to cover in 1000 words so you need to be concise and stay focused. This is not the place to discuss general approaches to teaching.

Most centres choose one of two ways to set this assignment:

You may be asked to focus on a specific learner from one of the teaching practice classes or
You may be asked to focus on the whole of a teaching practice class.

You may even be given a choice.

Whichever assignment you are set, the considerations are the same but, obviously, more depth will be required in 1. than in 2.

This is in the genre of an Information Report and it has three parts:

A brief introduction stating the basic information about the learner or the class. Say what you are doing and who the subject of the investigation is.
An area-by-area report giving the data you have gathered, noting strengths, weaknesses and needs as you go along.
sources for language and/or skills development and, if it's needed, personal support
ideas for language and/or skill focused activities Link this section carefully to the data you have gathered, explaining why you think the ideas will help.

You can combine the second and third areas if that makes sense to you so two structures are possible:

Choose one structure or the other. Do not mix them up or you'll be incoherent.

An example of the learner's writing. The neatest way to get this is to write a short note to the learner saying who you are, giving a bit of background (age, background, personal details etc.) and asking the learner to respond in like manner. That way, you get the personal stuff you need and an example of how well they can handle the simple language needed to give some personal data (name, age, occupation etc.).
reasons for learning English
language learning background
student’s opinion of their strengths and weaknesses in English
preferred class and activity types
You can, of course, gather some of this data by designing a questionnaire. See the guide to needs analysis to get some ideas. There is an example of a basic needs analysis form here.
Record the interview and listen to it again, making notes of consistent errors and the learner's communicative effectiveness. You can provide a tapescript of some important parts of the interview to exemplify the areas you think need work in the assignment. You will need the person's permission to do this, of course.
If recording is not an option, make as many notes as you can on the learner's use of English as you go along.
Learning style. The new edition of the handbook (the 5th) has removed any explicit reference to learning styles because the theories that underlie such things have been comprehensibly debunked. The syllabus now contains reference to learning preferences. However, for reasons which are slightly obscure, some CELTA centres and tutors are wedded to the idea of learning styles. Many will let you have a copy of something called a VARK questionnaire to give to the subject. There is, of course, a guide to learning styles on this site but you should treat the area with great scepticism. See also the article attempting to debunk the whole concept .

You need to set out some information about the people in the class: ages, occupations, reasons for learning etc. See the table above. The only sensible way to do this with a group of people is via a questionnaire needs analysis. See the guide to needs analysis to get some ideas. There is an example of a basic needs analysis form here.
You can investigate learning preferences but will have to identify from the data any commonalities in the class rather than details of each learner. See point f., above.
For the final section of the assignment where you make suggestions, you'll need to be a bit more generalised and identify common aims and needs rather than individual ones. One approach is to identify the two weakest and the two strongest students and identify appropriate activities, resources and aims for them. That should also cover everyone in between.

The student is studying English for no apparent purpose at the moment. He or she may need the language in the future for some purpose but at the moment that is not clear. The student may also need the language as part of a general education, for access to English-language websites and for travel and tourism. This student needs General English (a GE learner).
This student need English to settle and integrate in an English-speaking culture for an indefinite time. This student needs English as a Second or Other Language (an ESOL learner)
This student needs English for business and commercial purposes either because his/her professional setting demands it or because she/he is intending to study Business and/or Management. This student needs Business English (a BE learner).
This student intends to study in an English-medium institution such as a university or college. This student needs English for Academic Purposes (an EAP learner).
This student needs English for a narrow area of concern such as access to written scientific texts, to work in a particular occupation such as the hospitality industry, air traffic control, the merchant marine, the transport industry etc. This student needs English for a Specific Purpose (an ESP learner).
All of the above can be subdivided into a bewildering range of acronyms including, e.g., EGOP (English for General Occupational Purposes), EGPP (English for General Professional Purposes), ELF (English as a Lingua-Franca, for communication between non-native speakers of English worldwide), English in the Workplace (EiW), English for Professional Purposes (EPP) and so on.

"I want to learn English to fit into an English-speaking culture and work and socialise." This student has Integrative Motivation (to integrate into a cultural milieu).
"I want to learn English to use the language in business meetings / to study a subject at university." This student has Instrumental Motivation (using the language as a tool to do other things).
"I love the language and enjoy learning it and speaking it." This student has Intrinsic Motivation (the pressure to learn comes from within).
"I have been told to learn English by my employer / parents / sponsor." This student has Extrinsic Motivation (the pressure to learn comes from outside).

Be careful not to be too dogmatic here. People are complicated and their motivations are often obscure, even to themselves, so try to avoid statements such as

This learner is extrinsically motivated.

Prefer, instead, something a bit more careful such as:

From the data supplied in the short questionnaire, it seems that this learners is aware of the need to learn enough English to be able to function in the workplace but is also keen to access English-speaking websites and understand something of the cultures of English-speaking societies. She has, therefore, a mix of instrumental and integrative motivation and needs English as a tool as well as for cultural access.

There is a guide to motivation on this site but you do not need all the detail now. If you would like a simpler guide to motivation which still gives more data than here, there is one in the TKT course materials (new tabs).

Obviously, the suggestions you make will be determined by what you have discovered about the learner(s).

Why do you suggest it?
What's its target?
How will it help?
Include both ideas for activities and ideas for materials to use and topics to focus on.
Identify both language structure and skills needs. For example, From the data summarised in point xxx above, I would argue that a priority for this learner / these learners is to enhance his / her / their reading skills because they / he / she identify it as a weakness and this is supported by my observations. Good reading skills are needed for study in the UK and the majority of these EAP students / this EAP student will be going on to university in the next few months. Therefore, I suggest using xxxx in class and starting a reading club using xxxx books and resources. The student(s) will also benefit from a specific focus on both reading for gist and reading intensively so I suggest the following activities will be helpful... or Another area of weakness I have identified in point yyyy above is the student(s)' lack of vocabulary . Therefore, I suggest a specific focus on general academic vocabulary including using yyyy as a resource and spending at least one lesson per day focusing on common academic collocations (such as reasonable to argue, arising from the data, developing the point further etc.). This will improve the learner(s)' ability to be precise in terms of meaning and use conventional language in academic essays. The class / student will also benefit from work on cohesive devices such as therefore, firstly, finally, because, furthermore etc. as his / her / their writing shows that they avoid or misuse these structures in general (see appendix 2, and the comments in point z). This will make the learner(s)' writing in particular more accessible, better organised and fluent.

Do not repeat yourself here. It's not necessary and you don't have enough words to play with. What you do need to do here is identify the main facts and the most important suggestions. In other words, prioritise .

Before you submit your assignment, here's a quick checklist. You can have this as a PDF file by clicking here or you can mentally tick things off on the screen.

learning preferences
the questionnaire and a summary of the results
samples of work
I have identified at least 5 language problems the learner(s) have / has
I have given examples
general future work
specific ideas to deal with the problems I identified

Now assess yourself against the criteria for the assignment. Here they are again. Have you been able to:

Your tutors will maintain a record of the work you have done on the written assignments and will grade each of the criteria as follows: NS (Not to Standard), S (at Standard) or S+ (above Standard). You need to aim consistently for S or S+ grades, naturally.

If you have managed to tick all the items, well done. Submit the assignment and move on.

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CELTA Assignment 1 Focus on the Learner (1)

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CELTA Focus on the Learner Assignment

Published by awalls86 on february 13, 2021 february 13, 2021.

For more tips and advice about CELTA, click here .

Join my telegram channel for teachers.

Of the four assignments that you need to write for CELTA, the focus on the learner assignment tends to require the most planning. Typically, this assignment consists of finding out about the background and needs of one or more students, identifying problems they have and suggesting relevant activities to help these students. As with other CELTA assignments, the exact details of the assignment will depend on the course provider.

What do you have to do?

focusing on one particular learner;
focusing on a pair of learners;
focusing on a group of students.

Focus on one learner

If you have to focus on one learner (as I had to), you will be expected to meet up with the student and collect data about their background and needs. However, before you do that, you may have the option to choose your victim… sorry, I mean learner.

Assuming you have the choice, you want to pick wisely. I would advise picking a student who:

speaks a major international language (e.g. Arabic, Spanish, Korean, etc.), and
you have already noted has specific problems.

The reason for picking a student who speaks a major international language is that the problems these speakers have in English are well-documented. I am however assuming that your students are not a monolingual group. It is not necessary you know their first language, and actually if it is obvious you have picked a learner because you know their language, the CELTA tutors may take a dim view of this.

Once you have chosen your learner, don’t delay to set up an interview with them. You will then want to plan out what you will ask them about (look at the background and needs sections for ideas). Make sure you record the interview so you can listen back to it later. Most mobile phones can deal with this, but you should make sure that it is recording. It is better to have two minutes on the recording of you saying “is it working?” than finding out afterwards it didn’t record.

You should also aim to get a writing sample from the student at the interview. You could ask them to do it ahead of the interview by asking them to write a letter telling you about their experience of learning English and what they would like to do with English in the future.

As the practice students attend CELTA lessons for free, they are usually very amenable to being interviewed. However, if they are not so thrilled at this prospect, you can generally sway them by telling them they will get feedback. If you promise this, do make sure you give it though. These students often come back again and again and so another CELTA trainee will probably use them in their assignment in the future. Don’t make their life more difficult because you promised the student feedback but didn’t give any.

As well as interviewing the learner, you can also make notes when you are observing the group and when you are teaching. Note anything you hear them say wrongly (you can always analyse what the mistake is later) and difficulties they have with skills.

Focus on a pair of learners

As with focusing on one learner, if you have a choice, try to choose students with major international first languages. You still want to set up your interview as soon as possible and prepare your list of questions.

Having a pair of learners gives you an opportunity that you don’t get with just one and it is a rookie error if you don’t take it. Since you have two learners, give them a task to complete together in the interview. This gives you a much more accurate picture of what they struggle with.

In lessons, you still need to note the errors you hear them make and issues that they have with skills. Remember, you are also comparing the students, so you should consider whether these issues are common to both.

Focus on a group

If you are told to focus on a group, you probably won’t get to interview the whole group. Certainly, if you do get any time when you can do this it won’t be long. Instead you might be told to conduct a survey on the group to get this information. This is something that your teaching practice group will need to do together.

Background and Needs

The first section of your assignment deals with the learners’ background and needs. This can include (this is not an exhaustive list by any means):

country of origin,
occupation,
first language,
other languages and level,
how long they have been learning English and how,
level of education,
experience of education,
why they are learning English,
what they use English for,
what they would like to use English for,
what they find easy,
what they find difficult,
what activities they like,
what activities they don’t like,
their attitude to correction.

It is fairly easy to phrase questions to get answers to these questions in an interview or on a survey. However, remember that if the student is low level you may need to word questions in a way that they can respond easily. With higher level students, you may want to ask these questions in a more open ended way to get them to talk more. You may want to script your questions to save time rephrasing them in an interview.

Once you have this information, you can begin writing it up.

The book Learner English (Smith & Swan) is invaluable here. This book looks at the problems that speakers of certain languages have when learning English. Reading the section that relates to your student(s) therefore will give you plenty of issues to write about.

Your centre will tell you how many issues you need to write about. It may specify that you need to write about issues related to each of the three knowledge areas (grammar, lexis and pronunciation) and the four skills (reading, listening, speaking and writing). Alternatively, it might tell you to pick two key problems that the student should work on. Obviously, the more areas you are required to provide problems for, the less you are required to write for each problem.

If you are only required to choose a couple of problems you will need to:

pick problems from different knowledge areas or skills (i.e. don’t have two grammar problems);
explain why you believe this problem is particularly important. This is easy if you can link it to something in their needs – for example, you could justify working on spelling if they have stated that professional writing is high on their priorities.

This can be the trickiest part of the assignment. You know a couple of problems that they have and now you must suggest solutions that will help them to overcome these.

To pass this part, you should ensure your solutions are sufficiently clear, relate to the problem and state why they will help. For example:

Problem: Student confuses /p/ and /b/ phonemes in speech and writing e.g. I bark my car. This is a common problem for Arabic speakers, as the two sounds are allophonic in Arabic.

Solution: A list of minimum pairs containing /b/ and /p/ is included in the appendix, e.g. beach and peach. I would use these to test if the student can actually hear the difference between these sounds. Through regular testing, the student should get better at hearing the difference. When the student can do this, I would use these words to drill the student in producing these sounds.

Assessment Criteria

To pass this assignment, you need to do the following:

show you are aware how a student’s background, learning experience and preferences affect learning.
identify the student’s needs.
correctly use terminology.
select appropriate material and resources.
provide a rationale for using these activities.
find, select and reference information.

If you want to pass this first time around, follow these tips:

As soon as you meet the students, note all the errors they make or problems they have that you can.
Share your notes with your teaching practice group and they will likely do the same.
Choose a student quickly if you need to.
As soon as you can set up an interview with the student.
Record the interview (make sure your device is recording).
Write up the background as soon as possible after your interview.
Use Learner English to identify problems. If you’re really struggling, you may well get away with saying that your student has a problem that is common to speakers of that language. This should be a last resort however.
Make sure you have sufficiently different problems i.e. not two grammar problems, or two pronunciation problems.
Talk to your colleagues when devising solutions. They may be able to suggest some good resources.
Include the activities in an appendix with a clear note of where you got them.
You aren’t supposed to explain how the activity is performed, but you can include the teachers’ instructions from the book in the appendix.
Keep a close eye on the word count.
If you can, have a relative or friend read your final submission through.

If you follow the advice above, you should be able to complete this assignment without too much fuss.

Don’t Miss A Thing!

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CELTA Assignment 1 - Focus on the Learner

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Exam Seekers

Content related to english exams and courses., |celta-007| assignment 1 – focus on the learner.

Hello Exam Seekers,

Yesterday was February 1st, and in some countries, like Brazil, the school year has just started. That means that in some countries, some people started their CELTA course yesterday. If you don’t know what CELTA COURSE is, make sure to get some information about it.

I’ve already made a couple of texts about the CELTA Couse:

Receptive Skills x Productive Skills ;
CCQs X ICQs ;
Error Correction: techniques ;
Building Rapport – What is this?

Actually, there is not exactly a specific date for the CELTA course to start. It really depends on the center where you are taking the course. There are some centers that offer the full-time course and the part-time course, so you just have to decide on which one to take. Either way, if you choose:

Full-time: It usually takes one whole month (4-5 weeks); that is, you have to study from Monday to Friday from 9am to 5pm, usually in January or July to fulfill the syllabus.
Part-time: It usually takes one whole day – or two mornings / afternoons / evenings – of every week during a semester. That is, you choose a day – or days – of the week that the center offers and attend the input sessions and perform a lesson for around 5 months.

Both full-time and part-time courses can be taken Face-to-Face, Online, or a mix of both. Either way, the center has to adjust holidays and classes accordingly to either type of course. Moreover, the centers also have the freedom to select the order that the lessons will take place and the order of the assignments.

If you take the CELTA Syllabus , you will see that the first assignment is Focus on the learner. When I took my CELTA, my first assignment was the Language Related Task which made sense at the time. As I mentioned, the tutors and the center can choose which assignment they are going to ask for first.

Today, I am going to start sharing what I’ve learned about the assignments, but I will start with the first assignment in the Syllabus: Focus on the learner .

As I said, the centers are responsible for designing the CELTA course, therefore, the assignments. According to the syllabus, you can use a variety of formats to write your assignment, having two written in academic prose. However, most centers ask that you write all your assignments using formal academic writing; therefore, don’t forget to check my post about semi-formal writing.

Assignments may consist of a series of tasks, and they are supposed to be four, but the centers can make two short assignments into two longer ones if need be; in that case, the assignment is still assessed as two separate pieces of work and each section of the assignment must be graded separately.

So let’s start with the first assignment. According to the syllabus:

Assignment 1: Focus on the learner

Tasks: (750-1000 words)

investigation of the learning context and assessment of learner needs with reference to a specific learner or group of learners.
identification of sources for language and/or skills development and, where appropriate, personal support.
suggestions for specific language and/or skill-focused activities and an explanation/rationale for the use of these activities with the specific learners identified.

In other words, you are supposed to do 5 tasks:

1. Choose ONE student from the group of students you are presenting your lessons to and write his/her profile: (200-300 words)

age, occupation, hobbies, birthplace, etc.
has studied English before, why study now, etc.
homework, preferred skill, strengths, and weaknesses, etc.
based on the interview…

Choose the student carefully (you should think about the student’s level of English), then interview this student for approximately 10 minutes and record the interview. Use the guide above to formulate questions.

Here is the transcription of the interview I made. You guys must remember to post the transcript as an appendix to your assignment 1.

2. After that, ask the student to produce a piece of writing (topic and genre are free). Select 3-4 grammar and vocabulary problems and explain what they are, giving examples of your student’s production. Your student’s piece of writing and oral interview should be attached to the assignment. Justify why these mistakes were probably made based on your bibliography. (200-300 words)

E.g. In her interview, the student made some mistakes when using the pronouns, as you can see in these sentences, ‘people goes to buy [them]’(4’11’’), ‘but if my partner isn’t so good, I don’t like [it]’(16’30’’). Shepherd (2001:124) says that pronouns for Portuguese speakers are frequently left out if they can be understood in context.

3. Then select 3-4 fluency and pronunciation problems and do the same procedure: explain what they are, give examples, and justify. (200-300 words)

E.g. Portuguese speakers have also problems with the final /l/, which ‘is often pronounced as a vowel similar to /ʊ/’ (SHEPHERD,2001:115) as in travel /ˈtrevəʊ/.

4. Then describe your student’s writing, mentioning cohesion, coherence, punctuation, spelling, the range of grammar and vocabulary, etc. (150-200 words)

E.g. ‘Angelina’s informal written work (appendix 1) is expressive, with very good spelling, a good range of vocabulary and grammar accuracy, and occasional mistakes’ .

5. Choose ONE mistake and correct it, then suggest a task so that the student can practice and improve. (100-200 words)

E.g. ‘W hen I went in Paris ’ – correction: ‘W hen I went to Paris ’. This exercise from Murphy (2004:253), will help the student review and decide which preposition to use (appendix 2).

Remember that you should provide a rationale for all the parts (except part 1 – obviously). Also, provide the bibliography and the files you used in the appendix attached at the end of the assignment.

As you can see above, I gave examples from my own assignment and a suggestion of the number of words for each part to help and guide you along the way. You won’t have words to talk about all the mistakes, so choose them carefully, in a way that might help you describe the mistake and produce a rationale.

Well, I hope that this description does help you with your first assignment, and remember:

Start the assignment as soon as possible;
Choose a student who is either a beginner or an intermediate student (it tends to be easier);
Look for a bibliography that is relevant to your student’s level and mistakes.
For your first submission, try to write as much as you can. Do not worry so much about the number of words for the first submission. Anything you wrote can be pruned off in the resubmission.

Good luck, and do your best! To help you a little more, here goes my bibliography:

GODOY, S; GONTOW C; MARCELINO, M. (2006). English Pronunciation for Brazilians . DISAL.
MURPHY, Raymond (2004). English Grammar in Use. e. CUP
PARROT, M. (2000). Grammar for English Language Teachers . CUP.
SHEPHERD, David. (2001). ‘Portuguese speakers’ in Swan, M.; Smith, B., eds, Learner English , e. CUP.

————x————

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Lessons from the Classroom: CELTA Assignment

The Lessons from the Classroom CELTA assignment is slightly more accessible than other assignments on the course, but it still deserves your full attention to complete it to a high level.

It is also an extremely beneficial experience as it engages you in a form of reflective practice. This is not only helpful for your development as a teacher, but reflecting in this way can also help you in other professional and personal domains.

This assignment is also a great opportunity to show that you have been continuously learning and applying what your tutors have told you throughout your CELTA course.

I should also add that for some centres this will be CELTA Assignment 3, for others CELTA Assignment 4. This is because CELTA centres have some flexibility on certain aspects of the assignments.

Either way, this post follows the rubric and guidance from the Cambridge CELTA syllabus, as found on their official site. In short, it will all be relevant for you.

So, to give you a brief outline, throughout this post I will go through the following:

Logistics and rubric of this assignment
Points to include in your work
Tips to get through it
Books to help you with this CELTA assignment
Useful links and relevant resources
Examples of various Lessons from the Classroom assignments posted online

Ready? Let’s go!

What is the word limit for the ‘Lessons From the Classroom’ CELTA assignment?

As stated in the Cambridge CELTA syllabus, the word limit for the Lessons From the Classroom assignment is 750 to 1000 words .

This is the same as the Focus on the Learner assignment , as well as other CELTA course assignments .

As with all of these assignments, make sure you are within this range! It would be silly to risk losing marks because you are a few words over or under the limits given.

What do you have to include in this assignment?

In this written assignment on your CELTA course, you will have to show the following:

That you can identify and are aware of your strengths in teaching.
That you know what you need to do to develop as a teacher and can and suggest practical ways to do this.
That you can reflect on your teaching, as should be evident from the points above.
What you have learnt by reflecting on your observations of experienced ELT professionals, probably your tutors or other teachers.

How can you evidence or demonstrate the points above in the Lessons from the Classroom CELTA Assignment ?

In terms of answering points 1-4 above, you can do the following:

Include a clear section on the strengths in your teaching, with specific examples. For example, state when and how you identified these strengths, and follow this with an equivalent section detailing some of your weaknesses.
Identify specific aspects of ELT knowledge and skills which you feel need to learn the most about.
As continued from above, if you are particularly unsure about teaching pronunciation, for example, you could identify in your assignment specific resources or workshops to attend to help you improve this aspect of your teaching.
Mention lessons and language points that you have observed ELT professionals teaching. Go into detail about surprising or noteworthy points from the lessons you observed and how it changed your perspective .You could also mention parts of lessons that you observed which reaffirmed or validated your own teaching practice, perhaps through things that you have already done in your TP sessions.

Tips for the Lessons from the Classroom CELTA Assignment

With the above points in mind, below are some key tips to help you complete this task to the best standard that you can.

Keep a Diary

Keep a diary throughout the course to help you reflect on all that you have learnt and the journey that you have been on.

You will have the CELTA 5 booklet that contain some space for this, however I would recommend using a diary or journal of your own in addition to this.

If you complete a few words in here at least 3-4 days a week (it doesn’t have to be any more than this), then this assignment should more or less write itself come the end of the course.

If you do not like writing in this way, you could equally keep a video or audio record on your smartphone or other device . Just hit record and go over your thoughts for the day in 30 seconds to 1 minute. You can’t say that would be too much!

You could even post to Instagram with a hashtag like #celtadiary (although there’s not much there yet!) and take a selfie each day. It doesn’t have to be a chore!

The problem is that if you do not do something like this, when it comes to the end of the course, you will likely be exhausted.

Without a diary or journal , you may struggle to remember these things, not least because you feel so tired with all that you have learnt throughout the CELTA course!

Be Specific

Hopefully you’ve got this message from the bullet points in a previous section, but just in case, here’s a little bit more on it.

When you are specific in your observations and writing, you make it much easier for yourself and for your tutors to understand exactly what you are trying to say.

You will also have many moments and experiences to reflect on. So, if you can, state the exact language point at a certain part of a lesson during a specific teaching practice session. For example:

“Near the start of TP3, I was eliciting information from the pre-intermediate students’ to confirm their prior knowledge of the past perfect. From their answers, I realised I had assumed that they would know more about this language point than they did, which caused problems for the rest of my lesson. This made me realise that making such assumptions could be problematic for future lessons, and therefore I decided to pitch subsequent lessons at a slightly lower level for that group.”

Using Clear, Accurate and Appropriate Language

If you’re concerned about your ability to write clearly, accurately and appropriately for this assignment, as is a key part of the rubric for this, below are a few things you can do.

The first thing I would recommend for anyone, native or non-native speaker, is to print out the assignment on paper and go over it by hand.

I know timing can be an issue which makes you think this is not possible, but even if you do it quite quickly by hand, I’m sure you will identify more issues than by spending the same amount of time checking it on a screen.

When checking on paper, treat this as if you were marking a student’s written work, take a red pen and add any corrections as needed.

I do this all the time for most of my blog posts (including this one), and for any formal written work I need to submit. Although the odd error still does slip through the net (!), I find many more errors than I do by looking at them on the screen.

I also quickly become aware of awkward language of sentences through doing this, again something which I don’t always sense when I am looking at it on a screen.

Another thing you can do here is to swap your work with someone else on the course whom you trust. Obviously, this is a judgement call on your part but if there is someone who you feel you can trust in this way, then just ask and see what they say.

Even if the person reading it is not a CELTA tutor, they should still be able to identify awkward parts of language or points which are unclear more readily than you, the writer.

Useful Links & Relevant Resources for this CELTA Assignment

For further recommended reading and resources, below are some useful links for you:

This guide to the assignment by ELT Concourse has lots of detailed questions to think about and consider and is well worth a read.
This video by Jo Gakonga of ELT Training is very detailed and helpful.

Jo Gakonga also has posted this slideshare presentation of the same video:

Books for the Lessons from the Classroom Assignment

In terms of books, you will certainly benefit from reading around the topic. Here are the most useful books to check out:

This book can help you to consider relevant areas for teacher development in your future in the ELT profession.
An extremely popular book which will serve you well before, during and after the CELTA course.I like Scrivener’s practical approach to writing and teaching and it will likely suit you if you prefer practicality over theoretical or technical aspects of teaching. His books always seem to be very ‘readable’, likely for the reason above.
This is a fantastic guide to improve your knowledge of and ability in teaching grammar.It has many relevant practical exercises which could serve as examples in your assignment, too.
This book helps to make teaching pronunciation clearer and more fun.Underhill is all about pronunciation as a physical activity and will likely make you think of speech in a different way as a result.
NB: All of the above are affiliate links, as with links to the diary and journal. This means no difference in price for you but, if you choose to purchase through these links, it helps to support CELTA Helper to continue to publish content and help people like you on their CELTA journey.

Example ‘Lessons from the Classroom’ Assignments with PDFs

Here are some examples frrom around the web that you might like to read. Remember – if you want to download from most of the sites below, you will either need to create a free account or possibly have to pay. It is up to you whether you want to do that but all documents are free to view!

I should also add that these are examples which students have uploaded. It does not mean that they are exemplary, rather that they can give you an idea of the finished work.

CELTA Assignment 4: Lessons from the Classroom by Iuliia Kumicheva on Academia.edu
CELTA Assignment 4-Lessons from the Classroom by Jai Kumar on Academia.edu
CELTA Assignment Three: Lessons from the Classroom by Joss Wright on Cite SeerX (which certainly looks like a trustworthy website from first glance)
CELTA Lessons From the Classroom by tranzit on Scribd.com

To round up, you should now be able to see that the lessons from the classroom CELTA assignment is much more about you being an active learner than anything else.

Following the steps outlined above should help you to meet the key requirements of this assignment on your C ELTA course.

If you also have this assignment in mind throughout your course, then you should have little trouble in writing it since you will be thinking in this way from the start. On the CELTA, self-reflection will help you, just as it will in your future work.

If you have any questions about this assignment that are still not answered, please leave them in the comments below and I will get back to you!

Best of luck with your assignment and the rest of your course!

PS You may also like to get your assignments or application checked by Scribendi – an online proofreading service (affiliate link) I used to work for that provides high-quality work.