ITE
Institute For Teaching Excellence
Good Teaching By Design
CELTA
Certificate in English Language Teaching to Adults
TESOL TEACHER TRAINING
Phoenix Academy’s philosophy is to raise the standards of TESOL Teacher Training competency throughout the world and today the name Phoenix Training is synonymous with Quality and Best Practice.
CELTA Course Overview (pg 2 - 4)
Phoenix Academy, the expert centre for TESOL Teacher Training and Professional Employment Placement provides expertise in: • Pre Service TESOL Teacher Training • In- Service TESOL Teacher Training • Specialist Recruitment Services for Overseas TESOL Teacher Placements • After Training Networking and Support Services • Diagnostic Services in TESOL
Introduction (pg 1 - 2)
Teaching English to Speakers of Other Languages
Phoenix Academy has trained over 1000
Participants in the TESOL industry include:
teachers in Australia and overseas and
• People who wish to travel, live and teach overseas • Qualified teachers who wish to add EFL/ESL teaching skills to enhance their opportunities for teaching in both schools and post secondary government and private institutions • Qualified teachers from overseas who wish to improve their English teaching skills • Professionals who wish to develop their “Train the Trainer” skills
achievements throughout the world.
is proud of the success of its alumnis’ Some Phoenix Teacher Training and Train the Trainer clients include: Primary TESL Training
• Teachers may enter courses and mix with teachers from all over the world • Specific teaching areas addressed such as: Teaching Speaking and Listening Skills, The Communicative/Student Centred Classroom, Using CALL in the classroom, Using Realia In the Classroom, Teaching Pronunciation, Teaching Business English, Teacher Training for Tertiary Lecturers • Latest Teaching Methodology taught • Lesson planning and syllabus design are featured • Competency based assessment strategies are taught • Teaching Practice and Observation sessions are featured in all courses • Detailed Needs Analysis prior to course commencement • Up-to-Date Resources • Senior, highly qualified instructors • Fully packaged programs available including meet and greet, on campus residential accommodation or homestay with Australian family and weekend tourist activities • Full reports and competency certificates awarded to every course graduate • Graduates participate in an active “on-line” alumni association to keep in touch with their Teacher Trainers and current methodology • Follow-up professional development programs available in Australia or in your country
• Karamay University - China - Teacher Training Program • Longyan University - China - Teacher Training Program • Fuzhou No 1 Middle School- ChinaSecondary Teacher Training • St Gabriel’s Foundation in Thailand.-In Service Secondary TESL Training • Korean Ministry of Education - Primary TESL Training • Asian Development Bank - Vietnam Vocational & Technical Education Project • Australia Education International (AEI) Thai TESOL Project • Rhajabats- Tertiary Teacher Training- Train the Trainer
Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
Version 1, Oct 2011
Dates, Fees & Application Procudure (pg 9)
Features of PHOENIX TEACHER TRAINING COURSES
CELTA Application Form (pg 5 - 8)
• The Thai Ministry of Education- In Service
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CELTA
Certificate in English Language Teaching to Adults
Centre Number: AU042
Introduction PHOENIX ACADEMY: HISTORY AND CAPABILITIES Phoenix Academy was established in 1989 and is today the largest English as a Second Language (ESL) training centre in Western Australia and one of the four largest centres in Australia.
Robynne Walsh Principal
Antony Atkinson Director Teacher Education
Phoenix Academy has many years of experience providing Teacher Training Courses and Executive Management and Communications Training to individuals, companies and public bodies both in Perth, Western Australia and overseas. Phoenix Academy offers a wealth of credentials in Teacher Training: • Accredited as a Cambridge University TESOL Teacher Training Centre in 1997 • 23 years experience in Teacher Training in Australia and overseas • Registered Training Organisation (RTO) under the Australian Skills Quality Authority (ASQA) • Can offer fully accredited courses up to Graduate Diploma level under the Australian Qualifications Framework (AQF) • Australian Vocational Qualifications in TESOL Teacher Training- Certificate IV and Graduate Diploma level
Daniella Multari-Cugola Trainer
Lisa Barbagiovanni Trainer
• Phoenix Academy is an approved Teacher Training Centre for the University of Cambridge ESOL Examinations, offering the Certificate in English Language Teaching to Adults (CELTA) in face-to-face and online modes • Accredited National ELICOS Accreditation Scheme (NEAS) ELICOS centre • Member of WAPETIA (Western Australian Private Education and Training Industry Association) • Member of the prestigious International Association of Language Centres (IALC), Asia TEFL and IATEFL
Phoenix Academy is able to provide a broad range of training courses Bronwyn Mortimer Trainer
Xavier Bot Trainer
and products and its methodologies are at the cutting edge of the industry. The Phoenix Recruitment Centre is able to provide personalised job placements in countries throughout the world with ongoing support for teachers whilst they are located offshore. We invite you to visit our website at www.phoenixacademy.com.au/pact and to explore the many options we can make available to you in your pursuit of further knowledge and expertise in the world of TESOL.
TRAINING CENTRE FACILITIES Perth City Campus The Perth campus is located on Vincent Street opposite the Beatty Park Aquatic Centre, only 1.7 kms from the CBD. Free parking is available. The Perth campus boasts 27 spacious classrooms which are used for training, as well as a modern Computer Assisted Learning Laboratory and Teaching Resource Library. On campus residential accommodation, Beatty Lodge, is also available for country and international clients. Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
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CELTA
Certificate in English Language Teaching to Adults
Centre Number: AU042
Course Overview CELTA provides a qualification for teachers without previous training, little or no experience as a language teacher, or without a NEAS (National ELICOS Accreditation Scheme) recognised English language teaching qualification. The CELTA is recognised throughout the world and is a pre-requisite to teach in many institutions overseas and in Australia. COURSE OUTCOMES
Successful candidates will: • gain specialist knowledge in the field of English Language Teaching with methodology based on Best Practice in English language teaching institutions worldwide • gain the recognition needed to work in accredited language centres both overseas and in Australia • be provided with a sound practical basis for teaching General English to adults • receive a report from Phoenix upon course completion. Successful candidates receive their internationally recognised Cambridge certificate • successful graduates from Phoenix CELTA courses are automatically eligible for overseas teaching positions
SELECTION PROCEDURE
Candidates must: • have reached a standard of education equivalent to university entrance level • be 20 years of age or be currently enrolled in an undergraduate degree programme • be competent in written and spoken English in order to follow the course successfully • complete a written application and pre-interview task • attend an interview. Note: Acceptance is not automatic. In the case of an unsuccessful application, Phoenix cannot enter into correspondence or discussion concerning the reasons for a place on the course not having been offered. This rigorous selection process is undertaken in the interest of candidates and to ensure a high level of success on the course. Successful applicants will be given a comprehensive pre-course learning task to be completed prior to the course commencement.
EMPLOYMENT REQUIREMENTS
In Australia: • Degree + CELTA Overseas: • In many countries a degree + CELTA is often the minimum requirement for a legal work permit. • However, many language schools will accept a CELTA alone and will help to acquire a ‘legal’ permit, or ignore the requirement.
PARTICIPANTS
Up to 12 trainee teachers and a minimum of two tutors.
A TYPICAL DAY in a full time course
Summary ... Cambridge University Accredited TESOL Course. University of Cambridge ESOL Examinations Centre Number AU042 An internationally recognised and prestigious qualification, essential for teaching in Europe Course length: • 4 weeks full-time (Mon - Fri 8.30am - 5pm)
• 10 weeks part-time
(Tues/Thurs 4-7.30pm & Sat 8.30am - 2.30pm)
Course start date: • 3 Jan - 27 Jan (F/T - 4 weeks) • 7 Feb - 14 Apr (P/T - 10 weeks) • 24 Apr - 30 Jun (P/T - 10 weeks) • 16 Jul - 10 Aug (F/T - 4 weeks) • 28 Aug - 3 Nov (P/T - 10 weeks) • 12 Nov - 7 Dec (F/T - 4 weeks) Cost: $2900 (early bird discount fee: $2750 if payment received in full three weeks before course commencement) Hours: 40 hours/week (full-time) or 13 hours/week (part-time)
9.00 - 11.00
Input: Methodology
11.20 - 12.20
Input: Language Awareness
13.15 - 14.45
Feedback and Lesson Preparation
15.00 - 17.00
Teaching Practice
N.B.: Any absences must be documented. Candidates are expected to attend the whole course.
Campus: Perth Entry Requirements: 20 years of age and native like fluency in English
LESSON LENGTH
Varies - starts at 40 mins and builds up to 60 mins. Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
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CELTA
Certificate in English Language Teaching to Adults
Centre Number: AU042
Course Overview TEACHING PRACTICE (TP)
LESSON PLANS
Two groups (A & B) of maximum six trainees (1 tutor per group); trainees teach two groups of students (Upper & Lower levels). Group A teaches the lower class for two weeks, Group B teaches the upper class for two weeks. A & B swap classes after two weeks. You work with two tutors.
They are required for lessons from Day Two onwards. They constitute a large part of your homework. Plenty of guidance is given re format and content. It is a requirement that they be very detailed, especially from the end of Week Three onwards. They may be handwritten.
TP: TUTOR SUPPORT
SELF-EVALUATIONS
TP Guidelines (based on popular course books) are given, as well as tutor support. The course encourages and requires increasing trainee autonomy.
They are written after each lesson you teach and are collected daily before feedback for tutors’ comments. Therefore, they must be clearly and legibly written. They are an opportunity for Trainees to reflect on their progress.
FEEDBACK Given verbally and in writing from tutor, & verbally from colleagues.
TP STUDENTS They are usually a variety of nationalities and are drawn from local migrant communities, student body and other interested people.
ASSIGNMENTS There are four assignments totaling a maximum of 750 - 1000 words to be completed over the four week course. They may be handwritten, provided the writing is legible. They are closely related to course content and are opportunities for further development.
Syllabus Overview 1. Learners and Teachers and the Teaching and Learning Context 1.1 Cultural, linguistic and educational backgrounds 1.2 Motivations for learning English as an adult 1.3 Learning and teaching styles 1.4 Context for learning and teaching English 1.5 Varieties of English 1.6 Multilingualism and the role of first languages 2. Language Analysis and Awareness 2.1 Basic concepts and terminology used in ELT for describing form and meaning in language and language use 2.2 Grammar - Grammatical frameworks: rules and conventions relating to words, sentances, pragraphs and textsq 2.3 Lexis: What is means to ‘know’ a word: semantic relationships between words 2.4 Phonology: the formation and description of English phonemes; features of connected speech 2.5 The practical significance of similarities and differences between languages 2.6 Reference materials for language awareness 2.7 Key strategies and approaches for developing learners’ language knowledge 3. Language Skills: Reading, Listening, Speaking and Writing 3.1 Reading 3.1.1 Basic concepts and terminology used for describing listening skills 3.1.2 Purposes of reading 3.1.3 Decoding meaning 3.1.4 Potential barriers to reading 3.2 Listening 3.2.1 Basic concepts and terminology used for describing reading skills 3.2.2 Purposes of listening 3.2.3 Features of listening texts 3.2.4 Potential barriers to listening
3.3
Speaking 3.3.1 Basic concepts and terminology used for describing speaking skills 3.3.2 Features of spoken English 3.3.3 Paralinguistic features 3.3.4 Phonemic systems 3.4 Writing 3.4.1 Basic concepts and terminology used for describing writing skills 3.4.2 Sub-skills and features of written texts 3.4.3 Stages of teaching writing 3.4.4 Beginner literacy 3.4.5 English Spelling and punctuation Key strategies and approaches for developing learners’ receptive and productive skills 4. Planning and Resources 4.1 Principles of planning for effective teaching adult learners of English 4.2 Lesson planning for effective teaching of adult learners of English 4.3 Evaluation of lesson planning 4.4 The selection, adaptation and evaluation of materials and resources in planning (including computer and other technology based resources) 4.5 Knowledge of commercially produced resources and non-published materials and classroom resources for teaching English to adults 5. Developing Teaching Skills and Professionalism 5.1 The effective organisation of the classroom 5.2 Classroom presence and control 5.3 Teacher and learner language 5.4 The use of teaching materials and resources 5.5 Practical skills for teaching at a range of levels 5.6 The monitoring and evaluation of adult learners 5.7 Evaluation of the teaching/learning process 5.8 Professional development: responsibilities 5.9 Professional development: support systems
Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
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CELTA
Centre Number : AU042 Application Form
Name: (as you would like it to appear on a certificate)
Date of Application:
/
Part-Time
F
M
attach
Preferred Start Date:
/
/
/
photo here
Full-Time
PERSONAL DETAILS
EDUCATION (please attach copies of qualifications)
Place of Birth:
Secondary School:
Date of Birth:
/
/
Tertiary:
First Language: Address:
What languages other than English do you speak/read/write? Please indicate your proficiency.
Post Code Telephone:
EMPLOYMENT (or attach CV)
Mobile No
Facsimile: Email:
REASON FOR APPLICATION (reasons for selecting a Phoenix TESOL Teacher Training course, expectations and long term goals).
APPLICATION CHECKLIST
DECLARATION
Application form completed I, declare that the information supplied in this application and supporting documentation is true and complete.
Application task completed Copies of qualifications attached $200 deposit included Read & understood the Conditions of the Cancellations & Refund Policy in this document Signed the declaration
I understand that Phoenix Academy reserves the right to vary or reverse any decision regarding admission or enrolment made on the basis of incorrect or incomplete information. I agree that I have read and agree to be bound by the Conditions of Enrolment, including the Cancellation and Refund Policy of Phoenix Academy.
Signature:
/
/
Date:
Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
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CELTA
Centre Number : AU042 Application Form
Application Task This task is to: • Introduce you to some of the areas that you can expect to cover on the course; • Help you begin to identify and clarify your ideas and expectations concerning the teaching and learning of a foreign language, particularly from the learners’ viewpoint. 1. Pronunciation a) Put these words into four rhyming columns: rough so row trough sew enough stuff now throw allow bow tough
although
cough
bough
Source: Underhill, A., (1994) Sound Foundations, Heinemann
b) Why might non-native language learners find these words difficult to pronounce? How can the teacher help? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ c) On the words below mark the stress (the strongest syllable) by placing a small square above the vowel in the stressed syllable. Eg. market father appropriate
advertise
advertisement politician political export (noun) export (verb)
2. Language Learning Consider your own language learning experiences. Rank the following factors in order of importance 1-7. Listening to lots of examples of the language. Learning grammar rules. Learning vocabulary.
Being corrected every time you make a mistake. Living in the target language country and speaking the language. Being allowed to work out grammar rules for yourself. Learning transactional/functional language e.g. how to buy fruit.
Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
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CELTA
Centre Number : AU042 Application Form 3. Language Learning Outline your reasons for the order of the importance of some factors in language learning above. (Approx half a page.) ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 4. Identifying Learner Errors Look at the following language examples and a) Identify the error b) correct it c) explain why the learner made the mistake Eg. She wented to the doctor. Should be She went to the doctor. The student has tried to make an irregular past tense form regular by adding ‘ed’. She has over generalised the rule ‘add ed for the past tense’. Source: Bolitho, R&B. Tomlinson. Discover English. Heinemann (1995)
1.
Do you can swim?
___________________________________________________________________________________________ ___________________________________________________________________________________________ 2.
I’ll telephone you after I will arrive.
___________________________________________________________________________________________ ___________________________________________________________________________________________ 3.
I’d like some fish & cheaps, please.
___________________________________________________________________________________________ ___________________________________________________________________________________________ 4.
I want coffee now! Please.
___________________________________________________________________________________________ ___________________________________________________________________________________________ 5.
Pop into my residence for a chat if you get the opportunity.
___________________________________________________________________________________________ ___________________________________________________________________________________________
Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
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CELTA
Centre Number : AU042 Application Form 5. Language Awareness Are the following the same in meaning or different? If different, explain the difference. Eg. Jane is a) in the hospital b) at the hospital 1.
The meaning is different. a) Jane is a patient b) Jane is a visitor
I a) live in Claremont b) am living in Claremont
2.
3.
4.
___________________________________________________________
Peter a) has been to Sydney b) has gone to Sydney
___________________________________________________________
He is a) just sitting by her grave b) sitting just by her grave
___________________________________________________________
Now he lives a) in a town house in my street b) in the town house in my street
___________________________________________________________
6. Language Forms Identify the part of speech of the words underlined. Eg. words ( pl. noun) It is common for learners of a language to think that their own language is logical and regular whereas the one they are learning is stupidly irregular. This is usually because they very seldom examine their own language whereas they are frequently called upon to examine the language they are learning. They also find their own language easy to use and assume that this is because it is logical and regular. Source: Bolitho, R&B. Tomlinson. Discover English. Heinemann (1995) Write your answers below: for ____________________ their ____________________ logical ____________________ the ____________________ they ____________________ examine ____________________ frequently ____________________ are learning ____________________ language ____________________ and ____________________ 7. The Characteristics of a Good Teacher In about half a page outline what you think are the important characteristics of a good teacher and relate this to your own learning experiences where possible. Please hand write. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
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CELTA
Centre Number : AU042 Fees, Dates & Application Procedure 2012
FEES
Cert IV TESOL
12 Mar - 4 May (F/T - 8 weeks) 2 Jul - 24 Aug (F/T - 8 weeks)
$3600 (early bird discount fee: $3400 if payment received in full three weeks before course commencement)
CELTA
3 Jan - 27 Jan (F/T- 4 weeks) 7 Feb - 14 Apr (P/T - 10 weeks) 24 Apr - 30 Jun (P/T - 10 weeks) 16 Jul - 10 Aug (F/T- 4 weeks) 28 Aug - 3 Nov (P/T - 10 weeks) 12 Nov - 7 Dec (F/T - 4 weeks)
$2900 (early bird discount fee: $2750 if payment received in full three weeks before course commencement)
GRADUATE DIPLOMA in TESOL
12 Mar - 13 Jul (International) (F/T - 18 weeks) 30 Apr - 13 Jul (Domestic) (PT - 12 weeks + 2 weeks Study Break)
$6000 (International) $4500 (Domestic) (early bird discount fee - $3900 if payment received in full three weeks before course commencement)
Certificate IV in Training and Assessment (TAE 40110)
6 Feb - 17 Feb (F/T - 2 weeks) 16 Feb - 4 May (P/T - 12 weeks) 19 Mar - 30 Mar (F/T - 2 weeks) 10 May - 27 Jul (P/T - 12 weeks) 30 Jul - 19 Oct (P/T - 12 weeks) 8 Oct - 19 Oct (F/T - 2 weeks) 5 Nov - 16 Nov (F/T - 2 weeks) 3 Dec - 14 Dec (F/T - 2 weeks)
$1675 Full Certificate IV $950 Upgrade Certificate IV
TKT Teaching Knowledge Test
6 Feb - 2 Mar (F/T - 4 weeks) 7 May - 2 Jun (F/T - 4 weeks) 2 Jul - 27 Jul (F/T - 4 weeks) 3 Sep - 28 Sep (F/T - 4 weeks)
$2200
ACCEPTANCE PROCEDURE Application + task -> interview -> acceptance -> pre-course task* -> payment -> start. * successful completion can give exemption to the 8 hour grammar introduction module on Step Into Teaching. PAYMENT A deposit of $200.00 must accompany your application. The balance of your fees must be paid in full, on written confirmation of acceptance onto the course. APPLICATION PROCEDURE The completed application form together with your deposit should be submitted a minimum of 4 weeks prior to the course commencement date to: The Registrar Phoenix Academy PO Box 256, Leederville 6903 Western Australia Interviews will take place shortly after your application has been received. You will be notified of acceptance into your intended course in writing no later than one week after your interview. 1. An application fee of $200 must accompany your application. An interview will not be conducted without this part of the fee. 2. The remainder of fees must be paid no later than Monday 14 days prior to course commencement to confirm or your place will be automatically cancelled. FURTHER INFORMATION Should you have any queries please contact: Teacher Training Coordinator Antony Atkinson : antony@phoenixacademy.com.au The Registrar Jessica Gorman : admissions@phoenixacademy.com.au tel: +61 8 9227 5538 fax: +61 8 9227 5540 CANCELLATIONS, TRANSFERS & REFUNDS
• You are not accepted into the course • You decline the offer of a place on the course in writing a minimum of 10 working days after receipt of offer letter. A $100 handling fee will be retained in this case. • Your written advice of withdrawal or transfer is received a minimum of 10 working days prior to course commencement. Your $200 application fee is not refundable in this case. • A substitute participant for the same couse is welcome at no extra charge. • A course/qualification or unit is cancelled or re-scheduled to a time unsuitable to you; • You are not given a place due to maximum number of places being reached • You accept an offer of a place in a university. In this situation, you must provide a copy of the letter of offer with you refund application. • If class is cancelled due to lack of applicant numbers, no available lecturer, or due to other circumstances caused by the Academy Part Refund • Any refund will be made for withdrawals received in writing between 5 and 9 working days prior to course commencement is at the discretion of the Academy. • No refund can be made for withdrawals received less than 5 working days prior to course commencement. Pro Rata Refund • A pro rata refund of fees and charges may be approved if an applicant withdraws for reasons of personal circumstances beyond their control. In all cases, relevant documentary evidence (for example, medical certificate) is required. Refunds Following Re-marking Students requesting a re-mark of their assessment should do so within four weeks of the date of publication of the results. Should a ‘Not Yet Competent’ candidate achieve an outcome of ‘Competent’ on a re-marking of the assessment, the $25 remarking charge is to be refunded. The $50 charge for reporting on assessments is not refundable.
Full Refund You are entitled to a full refund of fees and charges where: Phoenix Academy | 223 Vincent Street, West Perth, 6005 WA | T: (08) 9227 5538 | F: (08) 9227 5540 | E: info@phoenixacademy.com.au w w w. p h o e n i x a c a d e m y. c o m . a u / pa c t
Version 1, October 2011
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