CELTA
Certificate in Teaching English to Speakers of Other Languages
The gold standard teaching qualification

Have you heard The Anglo AIE is delivering CELTA: the most widely recognized teaching qualification in the world?

Invest in your future as a professional English teacher and boost your career prospects in Mexico and around the globe

Course Goals

  • Cover the principles of effective teaching
  • Give a range of teaching techniques and practical experience
  • Provide hands-on teaching practice and observation of experienced teachers
  • Apply learning by delivering communicative teaching with English language learners.

Trainee Profile

Candidates must meet the following requirements:

  • Be 18 years of age or above
  • Have CEFR C1 level or above
  • Educated to the standard required for entry into higher education
  • Demonstrate commitment of starting a career in ELT
  • Teaching experience is not a requirement for the course

Course Length

120 contact hours between tutors and candidates including input sessions, consultation, supervised lesson planning, six hours of assessed teaching practice and feedback, peer observation and directed observations and at least 80 additional learning hours for pre-course preparation, reading, research, assignment writing, lesson preparation and record keeping. The course can be taken intensively over 5 weeks or extensively over 16 weeks.

Course Content

  • Learners and teachers, and the teaching and learning context
  • Language analysis and awareness
  • Language skills: reading, listening, speaking and writing
  • Planning and resources for different teaching contexts
  • Developing teaching skills and professionalism

From no teaching experience to feeling confident about teaching

Course Details

  • Complete the form and make sure that you complete the personal statement in 300 words.
  • Upload your documents.
  • Complete the pre interview task. It is important that you research the questions.
  • This should take you up to three hours.
120 hours
  • Tutorial support and consultation
  • Supervised lesson planning
  • Six hours assessed teaching practice
  • Feedback on teaching practice
  • Peer observation of teaching practice
  • Six hours of directed observations of experienced teachers
80 additional learning hours
  • Pre course preparation
  • Reading and researching
  • Assignment writing
  • Record preparation and record keeping

One of the major focuses of the course is enabling teachers to put the principles covered in input sessions into practice. There are 8 teaching practice lessons where the candidates will teach groups provided by The Anglo of adult learners and of two different levels. The tutors prepare a rota of a variety of lesson objectives

Candidates are required to write a detailed lesson plan for each, including analysis of the target language or sub skill and materials. Lessons are evenly distributed throughout the course to allow time for candidates to reflect on their performance and work on their areas for development. Tutors will provide support during the lesson planning stage with assisted lesson planning incorporated into input and tutorials, face to face oral feedback and written feedback reports.

During the course the course participants are expected to complete a variety of written tasks and assignments. To pass the course, candidates must complete 4 compulsory tasks each consisting of 750 to 1000 words

Written task

Content

Language Awareness Task

To analyse grammar, lexis and functions in terms of meaning, form and pronunciation for teaching purposes

Skills Related Task

To select a listening or reading text and to design tasks suitable for a group of learners

Focus on the Learner

To analyse learners’ written and spoken language and suggest suitable tasks to help them with their areas to develop

Lessons from the Classroom

To reflect on strengths and weaknesses during the CELTA course and devise an action plan
All assignments must be completed and submitted by set deadlines. Written assignments may be resubmitted once.

During the course candidates peer observe each other’s’ lessons during assessed teaching practice. They also need to complete six hours’ directed observation of lessons taught by experienced ELT professionals, up to three hours of which may be of filmed lessons.

Teaching practice lessons can be awarded either Above Standard, To Standard and Below Standard depending on the stage of the course where the lessons are evaluated on more criteria. By the end of the six hours, candidates should have demonstrated successful achievement of all the teaching practice assessment criteria which includes planning, teaching, awareness of learners and reflection. The tutors at the end of the course with the external assessor scrutinise the portfolios to award either Pass, Pass B or Pass A. Assessment is continuous and integrated.

Written assignments can be awarded either Pass or Resubmission with the chance to resubmit once. The assignment then can be graded as a Fail. Candidates must pass 3 assignments to be awarded a Pass or Pass B and must pass all 4 assignments to be awarded a Pass A.

Candidates must maintain and submit a portfolio of all coursework including:

  • 8 assessed lessons (lesson plans, teaching materials, self-evaluations and written tutor feedback)

  • 4 written tasks and assignments with tutor feedback

  • CELTA 5 booklet

Towards the end of the course, an external assessor visits and will scrutinize the portfolios and agree on provisional grades with the course tutors. These are submitted to Cambridge Assessment English in the UK and they approval of the final grades before issuing official certificates for candidates

Next Courses

Extensive (part time)

15 weeks
2nd September to 16th December
Saturdays
10:00 am to 7:00 pm
Delivered online

Regular
Price
$ 39,466 MXN
Paid in full – 30% discount
$ 27,627 MXN
The Anglo offers an option of paying in instalments – 25% discount
$ 29,600 MXN
Interest Free Credit (when paying with credit card) – 20% discount
$ 31,573 MXN

CELTA - Application Form Online

Fill the CELTA – Application Form (https://forms.gle/6BVaipLZpSxpuEME6)

For further information send us a message and you will be contacted shortly.

Welcome to the application process for CELTA!
You will need to have on hand a copy of your official identification (e.g. passport photo page, national ID card, driver's licence) your highest education certificate, and if English is not your first language, proof of English language proficiency.

It will take you around 2 hours to fill in the admission form and complete the pre-interview task.

Before starting, you should scan your official ID, highest education certificate and proof of English language proficiency (passport in case English is your first language) as you will need to upload them.



* Campos Obligatorios
Personal Information



* Campos Obligatorios
Educational Background
Please provide details of secondary, further and/or higher education. Include the name of the institution, qualification obtained and dates.



* Campos Obligatorios
Languages
Please provide details of languages that you use, including your first language (L1). Include the language and the level based on the Common European Framework of Reference: CEFR (A1, A2, B1, B2, C1, C2 or L1).



* Campos Obligatorios
Professional Experience / Training
If one or more of your answers is "Yes", provide further details such as name of the training, dates, institutions, etc.



* Campos Obligatorios
Please upload your official identification (e.g. national ID card, driver's license) your highest education certificate (minimum highshool), and if English is not your first language, proof of English language proficiency (e.g. C1 Advanced or above, IELTS band 7.5 or above).
Supported File Types (jpg, png, pdf), Max. File Size 1MB.



* Campos Obligatorios
Personal statement



* Campos Obligatorios
Referees
Please provide two academic and/or professional referees. Please do not include relatives or friends.



* Campos Obligatorios
CELTA Pre-interview tasks
You may find it useful to refer to one of these references when completing certain sections:
  • Teaching English Grammar – Jim Scrivener (Macmillan)
  • An A-Z of Grammar & Usage – Geoffrey Leech (Pearson)
  • Grammar for English Language Teachers, 2nd Edition – Martin Parrott (CUP)

Consider about 2 hours to complete these tasks.
Part one – Grammar

A. Name the underlined and numbered parts of speech from the following text:

"I (1) thought no more of Jean Charvin, but (2) by chance I met (3) him (4) next day on the road. He was (5) coming towards me. He carried a (6) black dispatch-case under (7) his (8) arm, and except for the (9) pink and white stripes (10) of his uniform and the ugly round straw that concealed his handsome (11) head of hair, you might (12) have taken him for a young lawyer on his way to court.
(from A Man with a Conscience by Somerset Maugham)



B. Name the underlined and numbered tenses (or verb phrases) in the following text and comment on the meaning.

As I was waiting (1) in line at the immigration counter, I became (2) aware of the fact that I was surrounded by people of my own nationality once again. I had been (3) away for almost five years and was no longer used to their accents and style of dressing. Finally, my passport was stamped (4) by a man who welcomed me back home and I exited into the arrival lounge of the airport. My parents were there to greet me. ´You haven't changed (5) at all´, said my mother as she hugged me. My father avoided saying anything personal. ´Not a very good welcome home, I'm afraid. it's raining (6) outside,´ he said. I suddenly felt that coming home was a big mistake.



C. When studying verb phrases with language learners, it is often necessary to analyse the form of each verb phrase, that is, to break it down into its component parts. If we take the first example from the text above, we can analyse the form in the following way:

Identify the name of the following underlined verb phrases (or tenses) and analyse the form in a similar way to the above example.

7. I've been living here for more than ten years.
8. I'll be leaving here on Friday
9. Toyota cars are made in Japan.

Part two - Vocabulary

A. In the following extract from the New Zealand Listener, the writer compares New Zealanders who travel overseas for a holiday with those who stay at home. A lot of the vocabulary used in this excerpt is very colourful.

“Those of us who spurn the delights of palm trees or Castlemaine and instead fire up the saloon and charge off down the road for our holidays will have noticed the change. The sea of tents now looks more like a bazaar. And, although the hold-up far ahead on state highway 1 will probably be someone carting their home on wheels, it is less likely to be the McLeans’ or Phillips’ old Zephyr or Classic caravan than a CI Motorhome.”
(N Z Listener)
B. In English, there are many words that are pronounced in the same way, but the spelling is different, for example, ‘passed’ and ‘past’. These kinds of words are called homophones. Sometimes in written English, proficient users make a mistake by using a homophone incorrectly. For example: I past all of my exams. Correct the homophones in the following sentences:
Part three - Pronunciation

A. List the number of syllables and mark the stressed syllable in the following groups of words.
Example: photo - 2 syllables stress - pho



B. In the following two-line conversation, decide which word in B’s reply is stressed.
Example:
A: Where do you come from?
B: I come from Wellington.
Stressed word: Wellington.

Part four - Text

This is your invitation to cruise onboard the worlds most famous ship and experience the worlds most famous ships unequalled reputation for style comfort and personalised service in january nineteen ninety six queen elizabeth two embarks on queen elizabeth twos annual world cruise and queen elizabeth two will again offer new zealand passengers unique and affordable opportunities to experience a slice of the ultimate adventure

Part five - Teaching and learning

A. Below are different stages in an English language lesson that aims to develop reading and speaking skills. The lesson centers around a written text that discusses The Greenhouse Effect on the planet. However, the order of activities is illogical.

Order each of the activities to make the lesson flow. Write a brief rationale explaining why you have chosen your particular order. For example: I have placed activity X after activity Z because students will need to understand that language before moving on to the next task.

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