Cambridge Certificate in English Language Teaching to Adults
Course APPLICATION FORM:
CELTA with University Programmes
Start course date:
Date of application:
PERSONAL DETAILS
Surname: Grau Berrocal
First name(s): Luis Enrique
Date of birth: 24/09/1992
Place of birth: Lima/Perú
Nationality: Peruvian
First language: Spanish
General health: Health
Address: Av. Los Proceres Mz. 29 – 3 de octubre de villa - Chorrillos
Workplace and work address: Lord Byron School -Viña Del Mar 375-379,La Molina, Lima.
Post/Zip code: 00051
Phone: 987611520
E-mail: grauberrocal@gmail.com
PLEASE NOTE: HOTMAIL ACCOUNTS ARE BECOMING CONSISTENTLY LESS RELIABLE. IF YOU HAVE A HOTMAIL
ACCOUNT WE STRONGLY RECOMMEND THAT YOU CONSIDER CHANGING FOR THE DURATION OF YOUR
APPLICATION PROCESS!
Present occupation: English teacher
Work phone: -----Workplace: Lord Byron School
Work address: Viña Del Mar 375-379, La Molina, Lima.
GENERAL EDUCATION
Please supply details of secondary and further education, including dates and subjects.
Secondary: I.E.P Yachayhuasi
University/Higher: Pontificia Universidad Católica del Perú
University/College name and postal address: Pontificia Universidad Católica del Perú, Av. Universitaria
1801, San Miguel 15088
LANGUAGES
Please supply details of languages you speak/read/write, dates and degree of proficiency.
Spanish- Native language
English – C2
TRAINING/ WORK EXPERIENCE
Do you have any formal training as a teacher?
Yes
No
Please supply details
I have been working as an English teacher for 10 years and through out my career I have
attended a number of workshops, training session and taken Cambridge and Michigan
proficiency exams.
Do you have any experience of teaching?
a) English as a foreign language: Yes
No
If Yes, please give dates, schools & details of levels etc
b) Other subjects: Yes
No
If Yes, please give dates, schools & details of levels etc:
What other work experience do you have?
No.just English Teaching
Do you have any other professional training? Yes
No
If Yes, outline here:
I majored in Business Management at Pontificia Universidad Catolica del Peru.
Is there any other information you think is worth mentioning?
No
How did you hear about the courses at the Mexico City centre?
Through International House Lima
Will you need help with accommodation? Yes
No
IMPORTANT: Please note that acceptance on a course does not mean a place has been reserved for you. To
ensure a place the full fee must be paid no later than two weeks before the start of the course. Fees are not
transferable or refundable.
I have read and accepted the above conditions.
Signed:
Date: 10/03/24
Cambridge Certificate in English Language Teaching to Adults
Pre-interview task
Name:
1. LEARNING
There is a lot to learn about teaching in a very short period of time.
a) How would you characterise yourself as a learner?
b) What is your preferred learning style?
For example:
1. Watch it done and copy it
2. Read the theory of it and try to apply it
3. Try it out and get feedback on it
4. Work it out for yourself
5. Or…
2. TEACHING
Answer the following in 2 or 3 sentences:
i. How would you get students talking in class?
I would personalize the topics of the class and try to ask questions related to their area of
knowledge.
ii. What are some of the reasons for and against teaching grammar rules?
iii. How important is listening and reading when learning a foreign language?
Listening is a complement to speaking and speaking is one of the most important skills to
develop.If you can’s listen well, then interaction is affected.
iv. What is a good way of teaching vocabulary?
A Good way of teaching vocabulary is through realia or pictures.As the saying goes “a
picture speaks louder than one thousand words”
v. What are the main reasons for and against correcting students’ mistakes?
The most important reason for is that they work on their mistakes and start to minimize them and build
clear and solid background body of lexis and grammar.
One reason against correcting student’s mistakes is when it is done on the spot, sometimes that can block
fluency and student could feel demotivated to participate on next occasions.
3. THE TEACHER
a. In your opinion, which of the following jobs would best prepare a person for language teaching (choose
one only):
sports coach
tour group leader
driving instructor
nurse
social worker
lecturer
sales person
Why?
I believe that being a tour group leader is a person who manages a group of people with one
objective in mind. Likewise, in a classroom, a teacher is the leader of a group of students
who have on objective in mind. That implies having to make use of strategies and soft skills
in order to control a group of people.
b. In the light of the above, why do you think YOU are suited to language teaching?
I have discovered that I have a passion for teaching others and I would like to strengthen
my vocation through a formal and prestigious English Teaching Qualification like CELTA.
4. TEACHER TALK
Re-phrase the following "teacher talk" in language that an elementary learner might understand.
a. If you wouldn't mind opening your books to page 23, please.
Now,open your books on page 23
b. What might you ask someone if you wanted to find out how to get to the post office?
What expressions can you use to get to the post office?
c. Jot down the answers and then swap with your neighbour.
Write the answers on a piece of paper (5mins)
(After 5 mins)
Now, exchange your answers with your partner.
5. LANGUAGE AWARENESS
1. Which is the "odd one out" in each group, and why?
TIP: All the sentences bellow are correct. Think about what the sentences have in
common in grammatical terms and find the odd one out. Make sure you explain the
why and support your answers with reference to language awareness/ grammar.
a.
The baby's bottle.
The nation's struggle.
The teacher's absent.
The nurse's pay.
The government's defeat.
Why? The use of “´s” corresponds to the contraction of the verb to be while in the rest the
contractions correspond to the possessive apostrophe.
b.
The plane was hi-jacked by a woman.
The tourists were attacked by a gang.
The soldier was hit by a bullet.
The trains collided by a river.
Three hundred people were killed by the earthquake.
Why?
The use of the verb to be is missing. Plus The sentence should be in active voice while the
rest are ok with passive voice.
c.
She must have lost the address.
Alan must have been here too.
That must have been awful.
The thieves must have got in through the window.
I must have something to drink.
Why?
The sentences chosen denotes obligation while the rest of the sentences include modals of
deductions in the past (must have)
2. Identify any incorrect sentences in this list, EXPLAIN THE ERROR and SUPPLY the corrected version:
TIP: Make sure you use grammar references to explain the error.
a. What did you say was your name?
Correct question: What did you say your name was?
Explanation: the error resides in the incorrect word order. Indirect questions require Wh +
auxiliary + subject + V + wh word + subject + main verb.
b. I've been to China last year.
Correct sentence: I went to China las year
Explanation: One of the uses of present perfect refers to general experiences in the past
without a time reference. If the time is shown, the past simple must be used.
c. He doesn't work as hard as she does.
This sentence presents no mistake.
d. I would of liked to have seen that.
Correct sentence: I would have liked to see that.
Explanation: Since “would have” sounds like /ˈwʊdəv/ the student wrote “would of” since
they sound similarly.But the correct form refers to an event in the past.
e. I regret to have damaged your book.
Correct sentence: I regret having damaged your book
Explanation: Regret can be followed by a gerund or an infinitive.When followed by an
infinitive, your regret something you are about to say.When followed by an gerund,you feel
sorry about something you did.The correct form in this case should be followed by the
gerund.
f. How long do you know Nathan?
Correct question: How long have you known Nathan?
Explanation since it is a situation that started in the past and continues in the present, the
present perfect form is more suitable.
6. TEACHING MEANING
How could you most easily CONVEY THE MEANING (do not give a dictionary definition) of the following to a
group of language learners in the classroom? (Assume a mixed nationality class, i.e. no translation possible):
Example:
To juggle:
Answer: I would take some items in the classroom (e.g. three pens and a pencil) and
physically “juggle” them. I might also show a picture of a person doing the same and ask
learners what they think the person is doing.
a. to switch (something) on
I would simply switch the lights on and have students repeat “switch on”.Then I would
switch it off and have ss repeat “switch on” Then I would switch the lights on and off and
they would have to say the target vocabulary.
b. secretary
I would show a picture of a secretary and ask students what her job is.Some students would
know the answer and I would have them repeat “secretary” many times until they get the
meaning.
c. congratulations!
I would say happy birthday! Congratulation! And I would start clapping and make
everybody clap and say congratulations. That way everybody will understand what
congratulations means (by the context)
d. reliable
I would tell them that if something or someone is reliable you can trust in it, you can know
that it won’t fail or betray you. The opposite of reliable is unreliable.
I would ask them: Chinese products are reliable or unreliable? Unreliable
Is Sony reliable or unreliable? Reliable.
Can you mention other reliable brand?
e. manage to do (as in "she managed to pass the exam")
I would give a sentence as an example withing a context. For example: Carlitos never
studied, he was always absent, but, surprisingly, he managed to pass the exam.
I would ask students, was he supposed to pass the exam? No
Did he pass the exam? Yes What is the meaning of “managed to”? succeed in. Ss may not
give a definition of managed to, but they would know what it means. To ensure that, I
would aske them to give me an example using managed to.
7. TEACHING PRONUNCIATION
Word Stress
When a word has more than one syllable, one is more prominent than the others.
A stressed syllable is longer in duration, higher in pitch, and louder in volume.
When this happens, we say that the syllable has a stress, or that it is stressed.
E.g
Word
beau.ti.ful
Pattern
•. .
Identify the word stress and categorise the following words so that they match
the patterns in the table.
infamous
dinosaur
enjoyment
excel
begin
Banana
Imply
Mountain
Passage
Arrive
pattern
•.
calendar
cluster
eternal
before
worry
.•
statement
kingdom
countless
defeated
history
•..
.•.
word
8. WORKING IN A GROUP
You will need to work in a group on a CELTA course. What experience have you had of working in groups?
And how would you characterise your role in a group?
I believe that working in groups is essential in order to benefit from the abilities, strengths
and assets of others.
On a daily basis, due to the nature of my work, I have to work in group, either with other
teachers or my own students. I’ve learnt to collaborate efficiently with other learners, and if
support is needed, I would be eager to help.
If I have to assume the leadership, I would have no problem and I would do it with
determination and the will to collaborate.
..9.EXTENDED WRITTEN TASK
Tis extended written task is to give us an example of your handwriting. PLEASE therefore WRITE it BY HAND
on a SEPARATE PIECE OF PAPER. If you are emailing your application SCAN IT AND ATTACH IT.
Outline your reasons for wanting to do the CELTA course, what you hope to gain from it and how it fits in
with your plans for the future. (300-400 WORDS)
I have been working as an English teacher for around 10 years and throughout my
entire professional life I have gained extensive knowledge on the theoretical aspect
of English as a second language as well as on its practical usage.
The current paradigm that holds the body of theories and know-how regarding the
modern English teaching revolves around the communicative approach, which
brings a number of benefits that I have experienced along my fruitful career as a
teacher.
For example, the use of authentic material such as newspapers, magazines, menus,
podcasts serves the purpose to simulate real-life situations in the classroom so that
students can see the similarity between the classroom activities and the real
world.My intermediate and advanced students have faced some of these
materials such as the New York Times, the BBC London, Washington Post,The
Guardian, The Wall street Journal.What really captivates their attention is when they
are shown news regarding what is happening in Peru since they feel more
familiarized with .It has been challenging, specially for weak students, but preteaching unknown lexis and allowing self-discovery has proved to be of paramount
importance for their own learning.
According to the traditional or conventional teaching style, which has ruled the ELT
field for decades, the teacher plays the role of a mere classroom lecturer,presenting
information to students, who are expected to passively receive the knowledge being
presented.Furthermore, the teacher is solely responsible for providing answer to
students’ questions, preventing critical thinking from arising on the ones and what
the teacher knows takes priority presiding over the pupils.
However, the principle that I apply in my classes underlies the student-centered
approach, in which students build both collaboration and communication skills,
where education becomes a more shared experience between the instructor and the
student
and
learning
plans
are
tailored
to
individual
students.
The way I apply a student-centered approach ranges from apparently simple and
protocolary acts like arranging the classroom as horseshoe where all students face
each other, there is room for class-level discussions and while the instructor can
move around the classroom to provide assistance and make on-the-spot or delayed
corrections.
With my basic students, such a type of classroom arrangement helps to organize
group- assisted team debates, speeches, oral reports,role-plays, analysis of case
studies, interviews and so on. The outcome has turned out to be more productive
than having a more traditional seating arrangement: students feel like they all have
the same chances of participation.
In regard to the teaching of grammar, the current tendencies indicate that students
learn best when they are provided inputs before the grammar phase. The role of the
teacher is to provide the language beforehand in order to help students find the
rules, to guide them in discovery and then provide more opportunities to practice.
What I usually do in my classroom is to provide a text or a conversation as a written
or listening input embedded with the target language that is going to be
presented.After students answer some comprehension questions with a reflexive
closure,students are shown some extracts containing language items and their task
is to analyze them and find out the rules by themselves.That is what we call guided
discovery
or
inductive
approach.
The inductive approach is more likely to be called a modern way of teaching.
Because it allows students to discover, not dictate, it uses authentic material and it
is a student-centered teaching and the focus is on usage not on the rules.
As for speaking tasks, according to Penny Ur there is a number of principles that
we should follow:maximize the use of English; increase Student Talking Time and
lower Teacher Talking Time; even participation, which means that regardless of their
level of the language, all students should have the same chances of giving their
opinion; right language level, that is, tasks and worksheets should be carefully
designed in a way that they can challenge students hard enough in order to create
a constructive cognitive conflict.
All in all, my desire as an English teacher and future teacher trainer is to keep
learning in the field of the ELT and I am confident that enrolling in the Celta Course
by International House Mexico would benefit enormously my career as a
professional of the education.