CELTA application and language awareness task

The following is a combined CELTA application form and language awareness task. Please complete both sections and save the document. The completed document should be emailed to . Please keep a copy for your records.

Which CELTA course and start date are you interested in?
/ Celta Full-time
(26 September, 24 October, 21 November 2016)
(9 January, 6 February, 6 March, 18 April, 15 May, 12 June, 10 July, 7 August, 4 September, 2 October, 30 October, 27 November 2017) / Enter date.
Celta Part-time
(17 September, 29 October 2016)
(14 January, 11 February, 11 March, 22 April, 20 May, 8 July, 19 August, 16 September 2017) / Enter date.
Celta Blended (Online)
(15 January, 23 April, 10 September) / Enter date.
Price / £1,635 (£1,495 plus £140 exam fee)
Agent bookings only / Agent name / Enter agent name.
Agent email / Enter agent email.

1. Application form

Personal details
Title / Click here to enter text.
First name / Click here to enter text.
Last name / Click here to enter text.
Address line 1 / Click here to enter text.
Address line 2 / Click here to enter text.
Town or city / Click here to enter text.
County or state / Click here to enter text.
Country / Click here to enter text.
Postcode or zip code / Click here to enter text.
Telephone / mobile / Click here to enter text.
Email address / Click here to enter text.
Skype address / Click here to enter text.
Date of birth / Click here to enter text.
First language / Click here to enter text.
Nationality / Click here to enter text.
Country of birth / Click here to enter text.
Main country of residence / Click here to enter text.
Do you require a Visa to study in the UK? Please see our website for advice and check the visa office for your country. / Yes, no or I don’t know.
Emergency contact details
First name / Click here to enter text.
Last name / Click here to enter text.
Telephone / mobile / Click here to enter text.
Email / Click here to enter text.
Education and experience
Current profession / Click here to enter text.
Gender / Male or female.
Do you have any health issues we should be made aware of? If so please give details. / Click here to enter text.
Please state where you have studied, and give dates and titles of qualifications obtained at Secondary School. / Click here to enter text.
Higher education / university / Click here to enter text.
Other relevant qualifications / Click here to enter text.
Which languages do you speak / read / write?
(What is your level of proficiency?) / Click here to enter text.
Do you already have any training and/or experience in language teaching? (Please give qualification, organisation, dates, grades, type of teaching experience) / Click here to enter text.
Do you have any training and/or experience as a teacher of other subjects? / Click here to enter text.
What other work experience or professional training do you have? / Click here to enter text.
Please let us know how you found out about International House London / Click here to enter text.
To the best of my knowledge, the information in this application form is accurate. / Click here to enter text.
Have you read our terms and conditions (please tick the box)? / Yes or no.

2. Language awareness task

Please complete this task carefully as it is one of the factors we take into consideration when making a decision about your application. You may like to refer to a grammar book when preparing your answers - e.g. ‘Oxford Learner’s Grammar, Grammar Finder’ by John Eastwood or ‘Grammar for English Language Teachers’ by Martin Parrott, published by Cambridge University Press.

The task is made up of three sections: correcting student’s mistakes, helping students understand differences in meaning and a writing task. Please complete all sections.

Correcting student’s mistakes
Each of the exchanges below contains a mistake. In each case:
a) What is the correct version?
b) What is the mistake?
c) Write in simple terms, as if speaking to a learner of English, how you would make the correction clear.
EXAMPLE:
“Did you go to the concert last week?”
“No, I would of gone but I couldn’t afford it.”
a)“No, I would have gone but I couldn’t afford it”
b)The learner has used ‘of’ instead of ‘have’ to talk about something they wanted to do but didn't. When we say would have, we say it quickly, so it sounds like ‘would of’ or woulda, but would of doesn’t make sense grammatically.
c)I would make this clear by writing the sentence on the board and underlining the error. I would say, “After ‘would’ we need to use ‘have’ plus the past participle verb. We can contract ‘would have’ to ‘would’ve’ I could say the full sentence slowly, and then repeat it, getting faster and faster until at normal speed so the students could hear it naturally.
“I’d like some informations about your courses.”
“Certainly, here’s our brochure.”
a) The mistake is … / Click here to enter text.
b) The corrected version is … / Click here to enter text.
c) I would make this clear by … / Click here to enter text.
“Have you got any money?”
“Yes, I’ve been to the bank yesterday.”
a) The mistake is … / Click here to enter text.
b) The corrected version is … / Click here to enter text.
c) I would make this clear by … / Click here to enter text.
“Is John ill? He’s lost a lot of weight.”
“Yes, he is rather slender these days.”
a) The mistake is … / Click here to enter text.
b) The corrected version is … / Click here to enter text.
c) I would make this clear by … / Click here to enter text.
“Why didn’t you answer the phone?”
“Because I had a bath.”
a) The mistake is … / Click here to enter text.
b) The corrected version is … / Click here to enter text.
c) I would make this clear by … / Click here to enter text.
Helping students understand differences in meaning
In the following examples:
a) Comment on the differences in meaning between the following pairs of sentences.
b) Outline some ideas on how you might teach these differences in meaning.
EXAMPLE:
She was very nervous in class.
She was very shy in class.
a)There is a difference in meaning between nervous and shy. Nervous means she is worried or anxious. She is not calm. Maybe she thinks something bad will happen if she speaks in class or she thinks she will make lots of mistakes and doesn’t want people to hear them. Shy means she doesn’t like to speak and is very quiet in class. She is not confident, and maybe an introvert.
b)I would show the difference by giving a context for each situation and asking questions. E.g. Today there is an important exam. How do you feel, nervous or shy?
You could also use visuals to support the contexts by showing a picture of someone who is nervous and someone who is shy.
c)You could use gestures/mime/facial expressions to show the difference in meaning. . For nervous, I could wipe the imaginary sweat from my face or bite my nails. For shy I could hide behind my hand.
If I had the money, I would buy a new car.
If I have the money, I’ll buy a new car.
a) The difference in meaning is… / Click here to enter text.
b) I would teach this by… / Click here to enter text.
The house was very isolated.
The house was very secluded.
a) The difference in meaning is… / Click here to enter text.
b) I would teach this by… / Click here to enter text.
Give me a hand with this bag, will you?
Could you give me a hand with this bag, please?
a) The difference in meaning is… / Click here to enter text.
b) I would teach this by… / Click here to enter text.
Writing task - Your learning experience
In approximately 300 words describe either a successful or an unsuccessful learning experience you’ve had.
State your reasons why the experience was successful or otherwise.
Click here to enter text.

Please save this document. The completed document should be emailed to . Please keep a copy for your records. We will contact you with the results and next steps within three working days.