“Excellent, I highly recommend the course. I’m starting a CELTA course soon and have no teaching experience. This course has helped me understand the basics of teaching a CELTA course. I feel confident and I’m now looking forward to start the CELTA...”→Read More
“Excellent, I highly recommend the course. I’m starting a CELTA course soon and have no teaching experience. This course has helped me understand the basics of teaching a CELTA course. I feel confident and I’m now looking forward to start the CELTA course.”→Read Less
“The course would be helpful for all applicants of CELTA-like TEFL courses including the Irish CELT because in my experience the greatest obstacle to confident, coherent lesson planning and successful course completion has been the difficulty in acquiring and maintaining a grasp of the central principles of modern language teaching.”
“The ELT Campus TEFL Preparation Course is definitely worth its modest price and the time one needs to invest in completing the course. Anyone planning to do a CELTA will greatly benefit from the basic orientation and understanding that the TEFL Prep Course provides. The videos offer a glimpse into what a 'real' ELT classroom is like, invaluable for those with no experience in particular.”
“The TEFL Preparation Course for CELTA by ELTCampus was shortlisted for the Innovation in Teacher Resources Award, 2016.”
“I wish there had been an orientation course available before I did the CELTA course! I was already a qualified teacher. I am a native speaker of English. I thought this should be the easiest topic to teach to date. It was the most difficult! I had no idea about terms like "graded language", "language skills", "TTT", or "choral drilling" etc etc. Three fellow CELTA students pulled out in the first week! If you are thinking of doing any type of TEFL course , even if you already have a teaching qualification, I would strongly recommend taking the "TEFL Preparation Course" with the very dedicated teaching team at ELTCAMPUS to give you an insight into all the new terminology and teaching skills you will have to learn. They can also help you to save time, money and the biggie....Stress!”
What is English language teaching about? Find out in this introduction to the key concepts that English teachers apply in their teaching today, like learner centredness, learner needs and how to make language learning relevant and engaging.
Visit the language school. See teachers in the classroom and international teachers in the field reflect on their teaching.
Feel confident about what teaching new language really involves as we introduce you to the main concepts that English language teachers cover when they teach new words, grammar and lexis- a new concept you'll need to find out about! ;).
Is this course fully online? When can I start?
100% Online. Start when you want!
How long does it take? I'm about to take my English teacher training!
Total time: 12- 17 hours approx. So, you could do 2.5 hours/week or 3 hours over four days. We recommend to get the most our of the course that you give yourself at least a week.
Do I get a certificate?
Yes! When you complete the course, you get a blockchained certificate and a badge to store in your online portfolio or backback or share to linked in.
- What is Learner Centredness? FREE PREVIEW
- Activity: Consider the scenarios and decide whether they are found in a Teacher-Centred or Learner-Centred classroom. FREE PREVIEW
- Ideas, theories and principles connected to the learner-centred classroom. FREE PREVIEW
- Choose the correct definition of these key teaching concepts
- Test your learning
- Observing Teachers in the Classroom I
- Teachers Reflect I: Teachers, from a variety of backgrounds and teaching experiences, reflect on issues of learner-centredness.
- Let's analyse some real classroom materials
- Compare your thoughts with our answers to the classroom material analysis.
- Classroom Materials Analysis Quiz
- Finally, let's apply our knowledge to some teaching and learning scenarios
- Scenario 2
- Scenario 3
- Scenario 4
- Classroom management, teacher talk and rapport
- What are Interaction Patterns?
- Activity: Think carefully about how the following activities can be done to maximise learning for everyone.
- Apply this idea
- What is Monitoring?
- Consider the following classroom scenarios. Think about what should happen.
- Keys To Effective Task Setting
- Apply this Idea
- Test Your Understanding
- Observing Teachers in the Classroom II
- Teachers Reflect II: Our participating teachers, from a variety of backgrounds and teaching experiences, reflect on issues of classroom management.
- Rapport and Dynamics: Review of a Teacher Trainee’s Self-Evaluation Exercise
- Classroom Materials Analysis Quiz: Review of a Teacher Trainee’s Self-Evaluation Exercise
- Let's apply our knowledge to some teaching and learning scenarios.
- Apply this Idea
- What is Needs Based Learning and Analysis?
- When we talk about learner needs, what is differentiation?
- Activity: Is this a traditional, undifferentiated or a differentiated classroom?
- Learning Styles and Preferences
- Time to Check your Understanding
- Observing Teachers in the Classroom III
- Teachers Reflect III: Katy and Chris, teaching in Thailand, consider what "learner needs and differences" means.
- Example of Class/Learner Profiling
- Example of Learner Profiling
- Classroom Materials Analysis Quiz: Learner Profiling
- Accommodating Differentiation in the Classroom
- Let's apply some of our new knowledge to these teaching scenarios. Scenario 1
- Scenario 2
- Scenario 3
- What are Language Systems?
- What is MPF (Meaning, Pronunciation & Form) ?
- Let's check our understanding of the concept of a CCQ (Concept Checking Question)
- Let's check up on key terms and concepts of the module so far...
- Observing Teachers in the Classroom IV: What is Contextualisation, Clarifying Meaning, Form and Pronunciation?
- How can we personalise course content?
- Teachers Reflect IV: Sze, teaching in Singapore, talks about Meaning, Form and Pronunciation
- Contextualisation: Look as these two material samples and follow with the next video.
- What is "contextualisation" and how do course and classroom materials try to establish this?
- Classroom Materials Analysis Quiz: Creating context for presenting new language.
- Let's apply some of our new knowledge to this coursebook material
- The Principles of Language Practice
- Personalisation in Communicative Language Practice
- Explain "Communicative Language Teaching" in your own words
- Complete the simple exercise below to consolidate your understanding of what “Controlled and Freer Language Practice” is.
- What is feedback in language learning and what are the ways we give it?
- Time to check the terms and concepts
- Observing Teachers in the Classroom V
- Teachers Reflect V: Teachers talk with our CELTA and Delta teacher trainer Jamie about the purpose of controlled language practice activities.
- Teachers Reflect V: Sinem, teaching in Turkey, talks about pronunciation practice activities she does in class
- Materials Analysis: A grammar focused practice activity
- Let's analyse the material together
- Materials Analysis: A pronunciation practice activity
- Ideas for the Classroom
- Listening and reading are "Receptive Skills". What are the principles behind how we stage a receptive skills lesson?
- Key points to manage the stages of a receptive skills lesson effectively
- Time to check we've got this.
- Observing Teachers in the Classroom VI: Jen's Class: See how the pre/while/post stages of a reading lesson starts to take shape.
- Observing Teachers in the Classroom VI: Isabelle's Class: See how the pre/while/post stages of a listening lesson starts to take shape.
- Teachers Reflect VI: What really happens in the classroom when we work with receptive skills?
- Materials Analysis: A reading activity
- Materials Analysis Quiz
- M6 Let's apply what we now know to the following scenario
- M6 Suggested Answers
- Speaking and writing are "Productive Skills". What are the principles behind how we stage a productive skills lesson?
- What are the keys to effective productive skills lessons?
- Quick comprehension check about giving feedback
- Observing Teachers in the Classroom VII
- Teacher Reflect VII: Sinem, teaching in Turkey, takes a writing lesson and shakes it up!
- Teachers Reflect VII: Andrea, teaching in Canada, talks to us about speaking activities and gives us an example of one
- Materials Analysis: A Writing Practice Activity
- Let's apply what we know to the following scenario: a speaking lesson
- Suggested answers
- Let's quickly revisit what we've done over the course.
- What are the main ideas for planning an English lesson?
- Suggested stages for different lesson types
- Ok, let's check we have the concepts of lesson planning
- Teachers Reflect VIII: Emma, teaching in Spain, talks about what she does to prepare for a lesson
- Teachers Reflect VIII: Rageshree, teaching in India, talks about her approach to planning on the go
- Let's look at a model lesson plan
- Apply your knowledge: Look at this coursebook material and suggest how you would make it come alive!
- A Suggested Answer
- Congrats! Here's what's next...
- More resources for you
- Before you go...