celta assignment lessons from the classroom example

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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.

16 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).

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: Lessons from the classroom

What I have learnt from the observation of my peers and the experienced teachers about effective teaching. From observing my peers and experienced teachers, I have seen that effective teaching can be delivered in different ways yet still has certain key aspects. Perhaps the most important aspect of effective teaching is good planning. If it is well planned, the aims of the lesson will be clear to both the teacher and the students. A good example of this was a lesson by ODL, which I observed on the twelfth of September 2013.

To have a successful lesson plan, it is important o know the stages of the lesson that are relevant to the subject matter being taught. Having the correctly planned stages will help a lesson to flow and will be more effective. This also works in reverse, if the stages are not clear, they can become confused during a lesson. This makes things more difficult for the teacher as well as the students as it can then be difficult to understand what the aim for each task is. This was shown in M’s second teaching practice where he was confused about two of the stages of the lesson.

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Consequently, some of is instructions were confusing and it affected his confidence and the rest of the lesson Another aspect of effective teaching is ensuring that tasks are set in a relevant context, are varied and give a sense of achievement to the students after completion. Having a relevant context and varied tasks will keep the students interested and therefore will be better at absorbing new information. Also, if the tasks are the right level of difficulty the students will get a sense of achievement from completing them, which will help to keep them motivated, and they know that they are making progress.

Scrivener (2011/Peggy) agrees. This was shown in the second lesson I observed with ODL. The students found the tasks quite difficult but looked happy when they had successfully completed them. What I have learnt from my own teaching practice experience. Have learned several things about effective teaching. Having a good rapport with the students is an important part of teaching, it helps to keep the students interested and motivated to learn. If there is no rapport between the teacher and the students, the lesson can often seem dull. I learned of this after my second teaching practice.

I felt as though there was not a lot of rapport between the students and myself. My peers confirmed this through feedback. I successfully tried to improve this during my third teaching practice and I felt that as a result, the students enjoyed the lesson more. I have also learned that checking questions are another key element of effective teaching. Instruction checking questions are important to confirm to the teacher that the students understand the task that they are to do. If the students do not understand and no checking questions are asked, the task would be performed incorrectly.

Meaning checking questions are vital for effective teaching. If used well, they can confirm to the teacher that the students fully understand the concept of what is being taught. Have learned the importance of checking questions from my first teaching practice, in which I often forgot to ask them. Then when I monitored the students during the task, some of them were doing it incorrectly or did not understand. My two chosen strengths and reflections feel that one of my strengths so far has been my planning because my lessons so far have gone relatively well.

This has been shown in the feedback from my tutor. Planning well is very valuable to me as a teacher as it enables me to know exactly what I need to do for each lesson. This gives me the confidence to then go and teach the lesson successfully. When combined with feedback from my peers and my tutor, it can also help with self-improvement. It gives me the opportunity to look at what went well, what could have been improved, if there was anything missed etc. Another strength that I feel that I have shown so far is being able to elicit answers and explanations from the students.

This has been shown by feedback from my peers and my tutor following my teaching practice. Feel that this is an important tool when teaching as draws on students’ prior knowledge, enabling them to link new information with something that they already know. It also makes for a student centered lesson rather than what would be lecture style if the teacher constantly gave explanations. My two chosen weaknesses and reflections One of weaknesses so far has been my ability to recognize which stages are required for each lesson.

While I feel that this has improved significantly from observing experienced teachers, I still consider it one of the weaker aspects of my teaching. However, feel that I will improve in this area with more observation of experienced teachers. Another one of my weaknesses is building a rapport with the students, particularly in my second teaching practice. Again, I feel that this has significantly improved with each teaching practice and if I continue to work on it, I feel that it could become a strength in the future. This is important to me as a teacher as I feel it would make my lessons a lot more effective.

My Action Plan What I want to work on. Why I want to work on it How I’m going to work on it Board work Can be messy Can seem unrecognized Run out of space Can be difficult for students to understand Plan board space in advance Simplify as much as possible to save space Practice writing on a board whenever the opportunity arises Concept checking questions Can sometimes ask irrelevant questions Sometimes forget to ask them Don’t always know if students have full understanding Plan concept checking questions in advance Put pre-planned questions into lesson plan as a reminder

Ask peers to check questions are relevant and clear Use grammar books to ensure essential meaning is correct. Recognizing relevant stages for lesson Can sometimes miss key stages, which can make following tasks confusing. Will help lessons to flow better Observe experienced teachers wherever possible Read books about teaching e. G. Scrivener ‘Learning Teaching Building rapport with students Lessons can sometime seem impersonal Will help make lessons more enjoyable for both me and the students Try to use more active tasks as a starting point

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Find out how to save time on your CELTA assignments!

CELTA Course: Tech Tips and Tricks for Lessons and Assignments

Transcript: celta course tech tips & tricks.

Hello, once more. This is Steve again from celtahelper.com and I’ve got a question this time from Mary. Let’s listen to what Mary asked.

Hi, Steve. It’s Mary here. I’d like to ask you a question about the tech tricks that you used when you were doing the CELTA course, and I think you said that they helped you manage your time and stress, etc. Is it possible for you to share those tech tricks? I could certainly use any. Thank you.

I said also, I’ve spoken to Mary by email after this message and she also mentioned that she’s returning to do the CELTA after a long time out of formal study. The technology is making her a little bit apprehensive and concerned.

CELTA without tech?

Let me give you some answers then! The first thing I’ll say is that you don’t really need to use any technology if you don’t want to in the classroom.

I know lots of people have done very successful CELTA courses and didn’t use any technology in the classroom other than the white board or maybe some music and sound, so really basic stuff.

However, there is the option if you feel confident with PowerPoints and slides and things of that nature to use them if you want to.

Probably the easiest technological thing to use is a YouTube video, but again, it’s completely up to you. It’s all what’s within your comfort zone because if you’re not comfortable with the materials you’re going to use, then that’s really going to add to your stress levels and you don’t need that.

You don’t need to jazz things up. In fact, Scott Thornbury has a book called Teaching Unplugged where he talks about stripped back, back to basics teaching which is just focused on what you have available and what the students need.

That’s a really good book to have a look at if you want to go back to basics.

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CELTA Course Tech Tips the Easy Way

Now, in terms of tech tips, I’ve always written some other articles on this. For example, I wrote an article 10 Ways to Save Time on CELTA Assignments . There’s lots in there. Some of the most obvious ones I could suggest are things like using voice typing, be it on your phone or be it through a professional service.

If you want to do it on your phone, you got the microphone button on a smartphone and you can speak into it, but be warned. You need to speak the pronunciation.

If you want to do a paid service for transcriptions because it might be that you talk much faster than you type. In fact, five times for me and I’m three times or four times faster talking than I am typing.

You could go to Rev.com or you could get the Rev app, the Rev transcription app and you simply record your audio, upload the file and through the app, it’s totally seamless. You get the first 10 minutes free so you could try that out.

After that, it’s then $1 per minute (dollarsbecause it’s an American company). But you’ll get a Word document sent back to you within the hour normally, perfectly written with all that you said.

If you want to take notes, then record the audio for transcription, send it off, then you can go, relax and focus on something else and you get your transcribed document back. A really good service, I’ve been using it and I recommend it.

Another thing you can do to save time particularly when looking for difficult vocabulary in a text, if you get the text on a computer available, many of the texts in English language textbooks or course books are available online if you do a quick Google.

You can copy and paste the texts into Vocab Kitchen’s CEFR profiler. Now, vocabkitchen.com , it’s a really nice site run by a guy called Jeremy Garner, not Jeremy Harmer (!).

This profiler basically outputs your texts into different code as according to the CEFR level. Now, the vast majority would be low level but any high-level words will stand out immediately so you can pinpoint them and put them into a preparation exercise or activity.

Again, I’ve got an article on that called How to Find Problem Words Quickly and Easily . You can read that for more detail.

CELTA Course Tech Tips & Tricks: Points to Remember

You can also have a look at lingorado.com/ipa . What this does is it gives you phonemic transcriptions of words but you just type them in as words.

The difference with many others, for example, a dictionary like Cambridge dictionary, is that Lingorado can handle whole sentences or many words and you can type them in as you need (not just one at a time like a dictionary).

One thing to be aware of though is the “e” sounds as this sound displays slightly differently to what you will see in English dictionaries. Just have a look at that and compare that to a dictionary but then you can change that. And the nice thing then also from having these, you can copy and paste the transcriptions. You don’t have to write them on your computer (very difficult!).

The other thing you can get from transcriptions is the word stress very quickly as well, so you don’t need to hunt around for that.

The last thing I would say on the tech front is to prepare your assignment document or Microsoft Word template in advance so you’re not messing around with formatting and the like while you’re doing your assignment because a lot of the centres are very specific assignment criteria, or I should say templates.

They want you to follow for the assignments. If you can at least get some kind of formatted in template document ready in advance, you’re good to go with headings and all the rest of it because that’s not what you want to be doing when you should be planning your next lesson.

See my essential CELTA course questions post for more on what to ask before you start.

CELTA Course Tech Tips: Summary

So, to sum up, above are my main CELTA course tech tips for your course. I hope that was useful!

If you have any questions about any of these services, just drop me a line and get in touch. If you’d like to record a question like Mary, you can go to celtahelper.com/ask and hit the record button and speak and record your message for me.

So, thank you for listening. I’ll talk to you soon.