The content of the course is covered during the teaching practice, written assignments and the daily workshops and seminars that you’ll attend.
The following is a typical schedule for the workshops and seminars on a four-week 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 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 as 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 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 experienced teacher at a local language school; meet new students |
| Three |
Explore the tense system in English and how it relates to communcation |
Different learnings/different places: how a student's native language affects learning |
| Four |
Video observation and analysis of experienced teacher working in Spain |
Job huntin: 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 classroom |
| Two |
How to teach English to younger learnings (5-16) and making it fun! |
Literacy issues: seeing English through eyes of learners who don't use 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 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 |
