TEFL/TESOL Certificate (CELTA) Learners, Teachers and the Teaching/Learning Context Flashcards

24 sample cards from the Learners, Teachers and the Teaching/Learning Context deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What four stages make up Gibbs' Reflective Cycle?

   Gibbs' cycle has six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan (commonly summarised as describe, evaluate, analyse, and plan ahead).

2. What are the four stages of Kolb's Experiential Learning Cycle?

   Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation.

3. What is a self-evaluation or post-lesson reflection on CELTA, and what is its purpose?

   A written reflection completed after teaching practice in which the trainee evaluates the lesson's strengths and weaknesses against aims and learner response, to demonstrate developing awareness and inform action points.

4. What is the difference between a 'general English' course and an ESP course?

   A General English course develops broad, all-round language ability across the four skills. An ESP (English for Specific Purposes) course targets the specialised language and skills of a particular field (e.g., Business English, English for Aviation, Academic English).

5. What does EAP stand for, and how does it differ from general English?

   English for Academic Purposes; it focuses on the language and study skills needed for academic study (essay writing, lectures, seminars, referencing) rather than general communication.

6. Distinguish an intensive course from an extensive course.

   An intensive course delivers many hours of study over a short period (e.g., several hours daily for a few weeks). An extensive course spreads fewer hours over a longer period (e.g., two hours per week over a year).

7. What is the difference between a one-to-one class and a group class?

   A one-to-one class has a single learner, allowing fully individualised focus and pacing. A group class has multiple learners, enabling interaction and peer work but requiring management of mixed abilities and needs.

8. What is a 'multilingual' versus a 'monolingual' class, and where does each typically occur?

   A monolingual class shares one common L1 (typical in EFL settings abroad). A multilingual class contains learners from different L1 backgrounds (typical of ESL classes in English-speaking countries).

9. Define a mixed-ability (heterogeneous) class.

   A class in which learners are at noticeably different proficiency levels or learn at different rates, requiring differentiation in tasks and support.

10. Name three common institutional or resource constraints a teacher may face.

    Examples include large class sizes, limited time, fixed syllabus/coursebook, lack of technology or photocopying, poor classroom layout or equipment, mixed levels, and timetabling restrictions.

11. What is differentiation as a response to mixed-ability or constrained classes?

    Adapting tasks, support, grouping, expected outcomes, or pace so that learners of different levels and needs are all appropriately challenged and supported within the same lesson.

12. What is the difference between synchronous and asynchronous online learning?

    Synchronous learning happens in real time with teacher and learners together (e.g., a live video lesson). Asynchronous learning happens at different times, with learners accessing materials and tasks independently (e.g., recorded videos, forums).

13. Define blended learning.

    An approach that combines face-to-face classroom teaching with online or digital learning components, integrating the two to support and extend learning.

14. What is a VLE/LMS in the context of online and blended learning?

    A Virtual Learning Environment / Learning Management System: an online platform (e.g., Moodle, Google Classroom) used to host course materials, assignments, communication, and assessment.

15. What are the two assessed components of the CELTA course?

    Teaching Practice (assessed teaching of real learners) and Written Assignments (a portfolio of coursework assignments); both must be passed.

16. How many hours of assessed teaching practice does a CELTA trainee complete?

    Six hours of assessed teaching practice, with adult learners at a minimum of two different levels.

17. How many written assignments must a CELTA trainee complete, and on which broad areas?

    Four written assignments, covering: focus on the learner; language-related tasks (language analysis/awareness); language skills (reading, listening, writing, speaking); and a lessons and the teacher (classroom teaching/reflection) assignment.

18. What is the minimum total number of guided learning hours typically required on a CELTA course?

    Around 120 contact/guided learning hours (e.g., roughly 4-5 weeks full-time or longer part-time).

19. What are the five main syllabus topic areas assessed across the CELTA?

    1) Learners, teachers and the teaching/learning context; 2) Language analysis and awareness; 3) Language skills (reading, listening, speaking, writing); 4) Planning and resources; 5) Developing teaching skills and professionalism.

20. What three overall grades can a candidate be awarded on CELTA?

    Pass, Pass B, and Pass A (with Pass A the highest); candidates who do not meet criteria are not awarded the certificate (Fail).

21. What is the TP group on a CELTA course?

    The Teaching Practice group: a small group of trainees (typically 3-6) who share the same class of learners, take turns teaching, observe one another, and give and receive feedback under a tutor.

22. What is the role of peer observation within the TP group?

    Trainees observe each other's teaching practice to learn from peers, develop critical observation skills, and contribute constructive feedback, supporting collaborative professional growth.

23. What is the purpose of the post-TP feedback session?

    After teaching, the tutor and TP group discuss the lesson, with the teacher self-evaluating first, peers commenting, and the tutor guiding analysis, to identify strengths and action points for development.

24. What does 'staging' refer to in a CELTA lesson plan, and why is it assessed?

    The logical sequence of clearly defined steps (stages) in a lesson, each with an aim and timing. It is assessed because coherent staging shows the trainee can plan a lesson that builds toward its aims and meets learners' needs.

What this deck covers

Learners, Teachers and the Teaching/Learning Context flashcards FAQ