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Tag: CELTA

Teacher training and Development

The Cambridge CELTA Pre-interview Task

One of the frequent questions asked by potential candidates directly to us or via social platforms and groups is how to do well on their pre-interview task and what it’s about.  Cambridge loves a name all of its own for things done and this one is no exception! The ‘pre-interview task’ is primarily a test…
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August – September 2019 e-bulletin

Welcome to our August 2019 e-bulletin issue. The CELT Athens team send you our very best wishes for a great start to the school year beginning soon in most countries in the world!   Part time or full time – a CELTA for everyone The summer is continues in September in Athens and schools are getting…
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The Undercover CELTA

I was shocked to hear that one of my past trainees in Athens Greece, is actually keeping her CELTA secret from her employer. She has begged her tutors all her colleagues never to mention her slip up to her employer (though she passed with a great grade!!) In her school, she can only ‘do the…
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CELTA and Technology – With or Without it?

<![CDATA[ Giulia Forsythe via Compfight In a recent end-of-course evaluation report,  one of our CELTA candidates suggested (complained is perhaps a better word) that her expectations of a higher grade on the CELTA course were not fulfilled because she did not know how to use technology. Had she not been encouraged to use it (by her tutor),…
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Doing the CELTA: Do’s and Don’ts

This short guide is by no-means comprehensive, but I do hope it is practical and to-the-point. It is based on my experience as a CELTA trainer, so one might say I have seen the course form the inside J So here goes! What is the CELTA? The Certificate in Teaching English to Speakers of Other…
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A Little & Often: Integrating Technology on Teacher Development Courses

<![CDATA[A few months ago (April-June 2011*)  I wrote a report on a survey on the use of technology amongst CELTA tutors. The results were rather disheartening and the prevailing attitudes among many of my respondents ranged from the completely negative (“It is not our job/place to introduce technology on CELTA courses; there are more important…
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Advance Organisers – How they Connect the Reading Experience

Reading is a highly complex activity and, yet, in the foreign language classroom, it is often approached as if texts are just collections of words and grammatical patterns which students, if only they could analyse and decipher them, would be able to arrive at the overall meaning of the text. But, is this what happens…
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Tradition Revisited & Revamped: "Something old, something new…."

<![CDATA[ What are the good things you can draw from each of the approaches labelled traditional? How have you adapted them or changed them/renovated them and how do you integrate them into your teaching practice? The discussions during the #ELTchat of November 10 had us running in two directions: there were those colleagues who wanted…
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Animating Stories

<![CDATA[I have been playing with story animation tools for a long time, learning from colleagues' blogs and links on Twitter.  Recent posts include Burcu Akyol’s  4-3-2-1 Action! Online Tools For Making Movies in the Language Classroom and Shelly Terrell’s presentation on Digital Storytelling which includes some excellent ideas. Here are a few additional ones, which…
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What about your concept questions? The famous CCQ’s

CCQ’s – in the TEFL jargon which we all use – are those questions which you need to ask right after you have taught something or are revising  a lexical item a group of words a grammar point a functional exponent   Generations of my CELTA, TEFL and DELTA trainees have agonised over their CCQ’s and this…
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