CELTA (Certificate in Teaching English to Speakers of Other Languages)

One of the most widely obtained qualifications awarded by Cambridge English Language Assessment

 

If you’re looking to start a career as an English teacher, and wish to gain a formal internationally recognised TEFL qualification, getting your CELTA could be the ideal starting place.

Click here to get an overview of Cambridge CELTA Syllabus and Assessment Guidelines

Fifth Edition

A CELTA Course

  • is great for recent graduates, people who are changing career, or teachers who want to gain a formal qualification
  • gives you the essential skills and knowledge you need to teach English to adults and older teenagers
  • provides you with hands-on teaching experience and more classroom confidence
  • offers you an internationally recognized qualification
  • is also the first step towards being qualified to teach ESOL to adults in the UK.
PHAROS UNIVERSITY is currently the ONLY authorised centre in Alexandria to deliver the CELTA .
http://www.cambridgeenglish.org/find-a-centre/find-a-teaching-centre/

About the course:

CELTA is an introductory course for those who have little or no previous English language teaching experience. It may also be suitable for teachers with some experience but little previous training.

With a CELTA certificate, you show employers that you:

  • have gained essential knowledge of the principles of effective English teaching
  • have developed a range of practical skills for teaching English to adult learners
  • have demonstrated your ability to apply your learning in a real teaching context
  • are ready to begin working in a variety of ESL teaching contexts around the world.

Who is eligible for the course?

You must:

  • be at least 20 years old
  • have an awareness of language and a competence in both written and spoken in English
  • have the ability to develop the necessary skills to become an effective teacher and to successfully complete the written assignments and the assessment practice teaching.

What are the course aims?

The course will enable you to:

  • acquire essential subject knowledge and familiarity with the principles of effective teaching
  • acquire a range of practical skills for teaching English to adult learners
  • demonstrate your ability to apply your learning in a real teaching context.

Candidates who complete the course successfully can begin working in a variety of ESOL teaching contexts around the world.

How does the CELTA course look like?

You will have a minimum of 120 contact hours including:

  • input
  • supervised lesson planning
  • teaching practice (six assessed hours)
  • feedback on teaching
  • peer observation
  • observation of experienced teachers (minimum six hours)
  • consultation time.

Candidates will need to dedicate a minimum of 80 hours for the required reading, research, pre- and post-session tasks, assignments and lesson preparation.

What does the syllabus consist of?

The syllabus consists of five specific topic areas:

Topic

Learners and teachers, and the
teaching and learning context

What is the topic

This topic includes:

  •   Cultural, linguistic and educational backgrounds
  •   Motivations for learning English as an adult
  •   Learning and teaching preferences
  •   Context for learning and teaching English
  •   Varieties of English
  •   Multilingualism and the role of first languages
Language analysis and awareness

This topic includes:

  •   Basic concepts and terminology used in ELT for describing form and meaning in language and language use
  •   Grammar – grammatical frameworks: rules and conventions relating to words, sentences, paragraphs and texts
  •   Lexis: word formation, meaning and use in context
  •   Phonology: the formation and description of English phonemes; features of connected speech
  •   The practical significance of similarities and differences between languages
  •   Reference materials for language awareness
  •   Key strategies and approaches for developing learners’ language knowledge
Language skills: reading,
listening, speaking and writing

This topic includes:

  •   Basic concepts and terminology used for describing reading skills
  •   Purposes of reading
  •   Decoding meaning
  •   Potential barriers to reading

Listening

  •   Basic concepts and terminology used for describing listening skills
  •   Purposes of listening
  •   Features of listening texts
  •   Potential barriers to listening

Speaking

  •   Basic concepts and terminology used for describing speaking skills
  •   Features of spoken English
  •   Language functions
  •   Paralinguistic features
  •   Phonemic systems

Writing

  •   Basic concepts and terminology used for describing writing skills
  •   Subskills and features of written texts
  •   Stages of teaching writing
  •   Adult literacy
  •   English spelling and punctuation
  •   Key strategies and approaches for developing learners’ receptive and productive skills
Planning and resources
for different teaching contexts

This topic includes:

  •   Principles of planning for effective teaching of adult learners of English
  •   Lesson planning for effective teaching of adult learners of English
  •   Evaluation of lesson planning
  •   The selection, adaptation and evaluation of materials and resources in planning (including computer and other technology based resources)
  •   Knowledge of commercially produced resources and non-published materials and classroom resources for teaching English to adults
Developing teaching skills
and professionalism

This topic includes:

  •   The effective organisation of the classroom
  •   Classroom presence and control
  •   Teacher and learner language
  •   The use of teaching materials and resources
  •   Practical skills for teaching at a range of levels
  •   The monitoring and evaluation of learning
  •   Evaluation of the teaching/learning process
  •   Professional development: responsibilities
  •   Professional development: support systems

How will trainees be assessed?

There are two components:

Component One: Planning and teaching

Component Two: Classroom-related written assignments (of which there are four in total)

CELTA is internally assessed and externally moderated by a Cambridge English approved assessor, who samples portfolios and teaching practice and who discusses and agrees the grades for all candidates.

1. Teaching practice
2. Written assignments

This topic includes:

You will teach for a total of 6 hours, working with adult classes at a minimum of two levels of ability. Assessment is based on your overall performance.

You will complete four written assignments (each 750–1,000 words). These focus on:

  • analysing and responding to adult learners’ needs
  • analysing language for teaching purposes
  • teaching language skills
  • reflecting on classroom teaching.

What is the assessment framework?

CELTA is awarded to candidates who have completed the course and who have met the assessment criteria for all written and practical assignments. 
The overall assessment aims for each topic are that candidates should be able to:

  • assess learner needs, and plan and teach lessons which take account of learners’ backgrounds, learning preferences and current needs
  • demonstrate language knowledge and awareness and appropriate teaching strategies
  • demonstrate knowledge about language skills and how they may be acquired
  • plan and prepare lessons designed to develop their learners’ overall language competence
  • demonstrate an appropriate range of teaching skills at this level and show professional awareness and responsibility.

Component One: Planning and Teaching Practice (TP)

You will need to teach a total of six hours, working with classes at two ability levels. Assessment is continuous and based on your overall performance at the end of the six hours. You will observe experienced teachers teaching classes of language learners for a total of six hours, three of which may be on video.

Component Two: Classroom-related written assignments
You will be asked to complete four written assignments, and you will be asked to maintain and submit a portfolio of all coursework including all written assignments and materials related to teaching practice.

The certificate is awarded to candidates who meet the course requirements and whose performance meets or exceeds the criteria in both assessment components

How can candidates apply? and how much is it?

In order to apply for the CELTA course, you will need to answer a Pre-Selection Task. Make sure to send your application form and the task to celta.pharos@pua.edu.eg .

Once your file is complete, you will be asked to deposit a non-refundable amount of (1000 LE) in:

Bank Name: CIB – Commercial International Bank
Payable to: Pharos University in Alexandria
Bank account number: 100023109117

For international transfer:

This amount (1000 LE) is due before scheduling your interview.

Once payment is confirmed, you will be informed of the date of the Skype or face-to-face interview.

 

Once accepted, a non-refundable deposit of (10000 LE) needs to be paid to secure your place. Then the remaining non-refundable balance (17000 LE) can be deposited in full or on two installments in the same bank account mentioned above. Total price is 27000 LE.

 

Make your deposit in:

Bank Name: CIB – Commercial International Bank
Payable to: Pharos University in Alexandria
Bank account number: 100023109117

For international transfer:

 

  • Note that payment taking place from outside Egypt usually takes longer time to be processed. Also, if you are transfering your instalments, make sure you pay extra to cover the bank fees for both countries. Check with the PUA CELTA Centre admin team (+2 03 3877 347/342) in case you have a question regarding that.
  • Course fees do not include Cambridge entry fees. This amount is due in sterling one month before starting the course and should be deposited in:

Bank Name: CIB – Commercial International Bank
Payable to: Pharos University in Alexandria
Bank account number: 100025141541

For international transfer:

Note that these prices are subject to change January of every year.

​ Note that:

 

  • Applications are considered on a first come first served basis.
  • There are a limited number of places for this course and registering for the course will be closed once spaces have been filled.

When is the next course?

C3/ 2019
Length: 4 weeks
Number of hours: 120
Course timetable: 08:30– 5 : 30 Sunday to Thursday
Start date: October 27th
End date: November 21st

 

Click here to know more about the 2020 course dates

Click here to know more about the 2019 course dates

Click here to know more about the 2018 course dates

Click here to know more about the 2016 – 2017 course dates

How to contact PUA CELTA Centre

Location: First floor of the Social Studies and Humanities Building- Room D133- D135
Email: Celta.pharos@pua.edu.eg
Tel: 002-0338-77342 / 002-0338-77231

×
×

Why did you go to PUA for student exchange?

The chance to visit Africa, and more specific an Arab country with so much history as Egypt has, made the decision very easy. PUA offered the necessities and quality needed for my bachelor thesis to be conducted.

How long was the exchange period?

The exchange lasted 8 weeks in total.

How have you been chosen for the exchange?

Prof. Andrew Martin from KTH scouted for students to participate in a collaboration with PUA and KTH, me and my colleagues applied and were accepted.

What do you think are the differences between studying at PUA and KTH?

The difference is a more direct contact or line of communication in PUA compared to KTH. The relationships between pupils and professors are more personal than in KTH. Moreover, the learning is more of a practical character in PUA than in KTH, where the approach is often more theoretical and is conducted to bring discussion.

Did PUA staff, professors, researcher and others that you met been helpful and easy to communicate, discuss and cooperate

They have been excellent in supporting all causes, the communication line is very clear and everyone, including students, are very generous and show great hospitality. Our Egyptian colleagues, whom we collaborate with, have excellent knowledge in their field and are easy to discuss with.

Read More

Why did you go to (KTH Royal Institute of Technology) for staff exchange?

The main objectives of this mobility are:
- Explore the master program in Electrical Engineering in KTH.
- Investigate the availability of joint undergraduate projects submission.
- Acquire new teaching and learning skills from KTH.
- Reinforcement the cooperation between KTH and PUA.

How long was the exchange period?

A month.

How have you been chosen to this visit?

Through a presentation in front of the vice president and the international relations coordinator of PUA University. The presentation includes my goals to this grant of the Erasmus+ staff mobility program and this is done after the submission of the motivation letter and my CV to them.

Read More

Why did you go to the School of Pharmacy, University of Eastern Finland for staff exchange?

I consider the visit to the School of Pharmacy, UEF, as a lifetime experience that I believe it is a milestone in my career. It is a significant opportunity to discover innovative and different teaching and research techniques as well as to explore new foreign culture that is definitely motivational and very inspirational to my career

How long was the exchange period?

The exchange period was 8 days

How have you been chosen to this visit?

The journey started after my motivation letter was selected by Prof. Dr. Maged ElGhazouly, Dean of the Faculty of Pharmacy and Drug Manufacturing. I was one of 5 lecturers who were chosen to present their motivations to contribute in such exchange program in front of Prof. Dr. Mahmoud Mohey ElDin, President of Pharos University in Alexandria and Prof. Dr. Nourhan Fanaky, Vice President for Education and Students Affairs.

How do studies and researches at School of Pharmacy, University of Eastern Finland differ in comparison to your previous experience?

I think they are different in the time and resources available for their research. In addition, most of them are working as a multidisciplinary team which collaborate together for successful publications

Read More

Why did you go to KTH for staff exchange?

To gain more experience about teaching methods, to get introduced to a new culture, to widen my professional network, to know more about the curriculum of the courses in the KTH and compare it to ours in PUA. My main mission was about the BIM courses to transfer the way of teaching and to know all the courses that are taught in the KTH as PUA is starting to teach this new technology.

How long was the exchange period?

It was one month.

How have you been chosen to this visit?

I have been chosen through a process that started by a call to all the staff members for whoever wants to submit a motivation letter to be chosen. Then there was an interview with the faculty of engineering dean and head of departments. Then there was an interview with the head of international relations and the representatives of university’s president.

How do studies and researches at KTH differ in comparison to your previous experience?

It differs a lot as the number of years for the university education at the KTH are 3 for bachelor degree and most of the students there continue post graduate studies for 2 years to complete their master’s degree. One of the great differences is that all the master or PhD thesis are concerned with the industry to solve problems or to renovate the technology of construction.

Read More

Why did you go to (Royal Institue of Technology KTH) for staff exchange?

My trip was part of a grant of the Erasmus+ Staff Mobility Program. The main purpose of the trip was to adopt new teaching methods, interactive learning methods and assessment methods. In addition, visit the laboratories and workshops. Another personal purpose was to network with people interested in the field of my PhD research and exchange knowledge with them.

How long was the exchange period?

The exchange period was for 10 days.

How have you been chosen to this visit?

I applied for it at the PUA. The application included a motivation letter, my CV and a valid IELTS certificate. Then I have done a presentation on the purpose of my application to this visit. The attendees of the presentation were the Vice President of the PUA and the International Relations Coordinator at the PUA.

Read More

Why did you go to (KTH)for staff exchange?

I went there as a part of ICM program among the agreement between KTH and PUA

How long was the exchange period?

10 days

How do studies and researches at (KTH) differ in comparison to your previous experience?

There educaltional system consists of 3-years program BSc and 2 years Msc. The computer and electrical engineering are merged in one schoo;

Did (KTH) staff, professors, researcher and others that you met been helpful and easy to communicate, discuss and cooperate

Yes,

Could you describe a regular day as a student or teacher at (KTH)?

Student : attend lectures and lab sessions Teacher : give lectures, participate in meetings related to research projects

What was the best part of your experience at (KTH)?

Meeting with master programs directors and advanced abs

Read More

What made you chose PUA to study?

Being best authentic private university in Alexandria with highly qualified cooperative Teaching staff from professors to demonstrators is reason enough for anyone to join your University.

Why did you go to (University of Eastern Finland) for student exchange?

In my opinion, the university announced for scholarship was a great opportunity to discover their teaching methods and facilities whilst still student in PUA, as well as experience first-hand the European scandanavian culture.

How long was the exchange period?

About four months since 3rd/sept/2018 to 20th/dec/2018

How have you been chosen for the exchange?

By assessing applicant English proficiency, recommendation letter from my professors, motivation letter and interviews was also done to assess student social and academic background as well as their overall character.

Read More

What made you chose PUA to study?

I choose Pharos University because it is one of the top 10 universities in the Republic of Egypt and its close relationship between other international universities, especially the Royal Institute of Technology (KTH)

Why did you go to (KTH) for student exchange?

To gain experience of travel without parents and self-reliance and to see the cultures of other countries

How long was the exchange period?

It was 3 months

How have you been chosen for the exchange?

I think because I worked hard to study architecture and got the highest grades and excelled at the University of Pharos

Read More

What made you chose PUA to study?

Because of the excellent educational level offered by pharos university.

Why did you go to (KTH) for student exchange?

To gain a new experience and knew the difference between education in Egypt and abroad.

How long was the exchange period?

3 months

How have you been chosen for the exchange?

I was nominated by my department then I have passed the language test and an interview with university administration.

What do you think are the differences between studying at PUA and (KTH)?

The biggest difference is that students there depend on themselves a lot in the education.

Read More

What made you chose PUA to study?

I choose Pharos University to study because I knew about the agreement dual bachelor degree from both KTH and PUA which gives international exposure. Also its one of the best University for the education perspectives.

Why did you go to KTH for student exchange?

To gain experience, knowledge. Also to explore different cultures and know the least technology and trend in architecture.

How long was the exchange period?

3 months

How have you been chosen for the exchange?

First I have been writing my CV and motivation letter. Second I have been through 2 interviews and English test.

Read More

What made you chose PUA to study? 

 I choose Pharos University to study because it is one of the universities that help on producing good generations.

 Why did you go to (KTH) for student exchange?

To gain experience and knowledge from other countries that could help me in my future sake concerning the Architecture Engineering. 

How long was the exchange period? 

3 months 

How have you been chosen for the exchange? 

 By owning high grades, good communication skills and language.

Read More

Why did you go to PUA for student exchange? 

  I heard about the transportation project from my teacher at KTH. I chose PUA for exhange to write my bachelor thesis.

How long was the exchange period?  

3 months. 

 How have you been chosen for the exchange?

By my teacher at KTH. 

What do you think are the differences between studying at PUA and (KTH)? 

  I have nit participated in any courses but otherwise, there are differences such as school rules, computer lab.

Did PUA staff, professors, researcher and others that you met been helpful and easy to communicate, discuss and cooperate.  

Yes, they have been helpful all the period and it was easy to communicate with them.  

Read More

What made you chose PUA to study?

Because it is one of best universities in Alexandria.

Why did you go to KTH Royal Institute of Technology in Stockholm for student exchange?

It was a good chance to gain experience.

How long was the exchange period?

Three months.

How have you been chosen for the exchange?

I have been chosen by my professors.

What do you think are the differences between studying at PUA and KTH Royal Institute of Technology in Stockholm?

The students at KTH is more independent.

Read More

What made you chose PUA to study?

As Pharos is one from the best universities in Egypt, it was recommended for me.

Why did you go to (KTH) for student exchange?

It was the best chance ever to learn a lot about everything, their way of studying, their work during their lectures and tutorial.

How long was the exchange period?

It was for 3 months.

How have you been chosen for the exchange?

I was able to get the highest grades so that I could get my professors' nomination and I worked hard on it

Read More