(Cambridge Certificate in English Language Teaching to Adults)
Ealing, Hammersmith & West London College is an authorised centre for courses preparing trainees for the
Cambridge Certificate in English Language Teaching to Adults (CELTA). These courses provide initial training in English Language teaching and are intended for those who have no previous experience in this field, or whose experience is insufficient to qualify them to enter for the Cambridge Diploma in English
Language Teaching to Adults (DELTA).
Course option
Full time intensive
Part time 12 weeks
Part time 20 weeks
Length and Timing of course
These courses run from 10.00am to 5.30pm Monday to Friday over four weeks. In the summer courses will run 9.30am to 5.00pm.
This is a three month course combining two evenings of teaching practice per week (6 to 9pm) and input on
Saturdays (9.30am to 4.30pm).
This is a six month course of two evenings a week (6 to
9pm) Both teaching practice and input take place in the evening.
Venue
Hammersmith College
Hammersmith College
Hammersmith College
NB: Punctual and regular attendance is essential on this course. There is a 100% attendance
requirement on this course.
4 WEEKS full time courses
Monday-Friday 10.00am-5.30pm
16/11/15 – 11/12/15
11/01/16 – 05/02/16
22/02/16 – 18/03/16
06/06/16 – 01/07/16
04/07/16 – 29/07/16
12 week part time courses
Tue/Thu evenings 6-9pm Saturdays 9.30am-4.30pm
07/01/16 – 24/03/16
19/04/16 – 30/06/16
20 week part-time course
Mon/Wed evenings 6-9pm
11/1/16 – 15/6/16
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ABOUT THE COURSE
The Certificate course is a highly practical one and covers the syllabus as laid down by the Cambridge Examinations Syndicate.
Trainees are required to attend the whole course and to complete homework tasks. The intensive course is very timeconsuming and requires a high degree of commitment.
Candidates are advised not to embark on it if their other responsibilities are likely to make demands on them. You should ON NO ACCOUNT DO ANY PART-TIME WORK OR OTHER
CLASSES DURING THE INTENSIVE COURSE.
Assessment is continuous during the course, and all aspects of a trainee’s work are taken into account. The Certificate is an initial vocational qualification and trainees are required to show a highly professional attitude towards all aspects of the work involved. Course assessment is moderated by an external assessor appointed by the Cambridge Examinations Syndicate.
ENTRY REQUIREMENTS:
Candidates for the course must:
 be at least 20 years old by the first day of the course
(candidates under 20 can be accepted at the discretion of the centre).
 have a good standard of education – University matriculation standard (2 A Levels and 3 O Levels/5 GCSEs) or equivalent, minimum English C pass in GCSE
 have a command of English, both written and spoken that enables them to follow the course and complete the assignments
 the recommended candidate language level is C2 or high C1
– grade A or B, on the CEFR
ENTRY INTERVIEW SELECTION:
Candidates are selected for interview on the basis of the
standard of their application and their pre-interview task. This means that not all applicants will be selected for interview. We cannot accept candidates with poor grammar or spelling or with incomplete application forms. Unsuccessful applicants must wait one year before reapplying.
COMPONENTS OF THE COURSE i) ii) input observation of regular teaching iii) iv) v) vi) vii) teaching practice reading additional homework four written assignments assessment
AFTER THE COURSE:
Most successful candidates secure teaching positions overseas; a few work in the UK. There is a job placement service, based in
London, provided by the Cambridge Syndicate. After two years teaching experience you could also apply to follow the Diploma course in ELT (DELTA).
COURSE FEES:
Fees from September 2015 - £1250 (this includes all
registration and Cambridge administration fees).
HOW TO APPLY
Please complete the CELTA application form and the pre-
interview task and return it by email or post so we can arrange an interview with you. Please note not all applicants are offered interviews. Please return completed applications to celta@gspace.wlc.ac.uk
Please be warned that although there may still be places left on the course when you contact the College, the situation can change very quickly. The offer of an interview or the offer of a place does NOT mean that your place on the preferred course has been secured. Your place is guaranteed only when we have accepted receipt of your payment in full for a f/t course or the first installment for a p/t course.
For further information contact: celta@gspace.wlc.ac.uk
or Claire Marshall, CELTA Course Director
0207 565 1283: email: clairema@gspace.wlc.ac.uk
CELTA Department
EHWLC
Gliddon Road
Barons Court
London W14 9BL
To apply for the course please complete and return the application form and pre-interview task.
The pages can be printed off, handwritten and sent by post or downloaded and sent as an email attachment.
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( Cambridge Certificate in English Language Teaching to Adults )
Start date of CELTA Course applying for :
Interview availability :
Mr/Ms/Miss:
First name: Surname:
Nationality: Country of origin:
Home address
Home number
Mobile number
Email address
Date of Birth
EDUCATION
Please give details of
Secondary and Higher
Education and professional training
(include GCSEs and A
levels with grades).
Mother tongue
Other languages and level
Establishments
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Exam results/qualifications

Present occupation
Previous teaching experience, EFL or
other
Please account for how your time has been spent since you left school
Years How occupied
I have applied for / attended a CELTA course before: Yes

If yes please give details
How did you find out about the course at HWLC?
Names and address of two referees (either work or academic)
No

__
__
__
Tel: Tel: __
Personal Statement: Please give further particulars of career and interests and why you are applying for the
CELTA. Applicants should give the fullest possible information (300-500 words).
Date: Applicant’s signature:
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f. g. h. b. c. d. e.
Cambridge Certificate in English Language Teaching to Adults ( CELTA )
Please note that some of the interview will be based on your responses to this task so come prepared to talk about it and any other areas you have researched in order to complete it . Please send this form with your application form as both will be needed to consider your application.
Name: Date:
Course applied for/dates: _____________________________
The object of this task is to introduce you to some of the insights into language and teaching required by an English Language Teacher and to give you practice in researching language points. Please answer the questions BRIEFLY AND LEGIBLY.
It is very important that you do this task without assistance from any other person as we want to see evidence of your research skills and your ability to think for yourself.
You are required to use a grammar book to help you with the task. We suggest using one of the following grammar books, if possible – tick the box to show what you have used:
R. Murphy - English Grammar in Use
M. Swan - Practical English Usage O.U.P
[ ]
[ ]
J. Eastwood - Oxford Guide to English Grammar Oxford
Other (give details)
[ ]
Language – Structure
1. Check in a grammar reference book and give examples of the following tenses. Give
REALISTIC NATURAL sentences that might commonly be spoken or written by a native speaker. a. Present Simple .
Present Continuous
Past Simple
Past Continuous
Present Perfect Simple
Present Perfect Continuous
Past Perfect
Past Perfect Continuous
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2. Many foreign learners have learnt that Will and Shall are used to refer to the future in
English e.g. Jane'll be home soon . However, in natural colloquial English other forms are frequently used.
Look up and find 3 different ways of talking about the future without using will or shall .
Give example sentences. a. b. c.
Language - varieties
3. Look at the following sentences. Would you say them? Who might?
 So she's like “No”, and I'm like “Why not?”

I am seeing what you mean.

We've already gotten to know each other pretty well.
Language - accuracy
4. Look at these examples of a learner's spoken English. Underline the error and say what you think is wrong and why .
(i)
(ii)
Pedro has arrived last Saturday.
She is living here since ten years.
(iii)
(iv)
Last year when I went on holiday, I lost my luggages.
She's a good cooker.
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Language – Functions
___________
5. Modal auxiliaries are used to express different functions in English. For example, we use should in different ways to mean different things:
Sample Sentence
You should see a doctor Gives advice
I know I should vote Expresses obligation
That should be him now Expresses probability
Look in a grammar book and find out more about modal auxiliaries.
Consider the modal auxiliary can . Think of 3 more different functions/uses and complete the table.
Sample Sentence Function
I can drive Expresses ability
Vocabulary
5. The meaning of new vocabulary can be presented in a variety of ways, including the following:
A picture or drawing, a simple synonym or opposite, an explanation or definition, a mime or gesture, a scale or diagram, sound effects etc. or any combination of these – remember this is not an exclusive list.
Imagine you are teaching low level students. You are going to teach these vocabulary items to them. How would you teach each item individually in the most efficient way?
Remember, your students have a very low level of English – so keep what you say as simple as possible! Also consider words that they might confuse with the words you are teaching. Write your answers below.
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unemployed tiny wasp to earn weekday
Phonology
7. Mark the stressed syllable in the following words eg happiness entertaining organise develop chocolate
vegetable postman another information
What difficulties do you think students might have with the pronunciation of these words?
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8. Match the words with the same vowel sounds word four man bus part shop carpet lamp wall curtain pots cup
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___ bus __ and __ cup ___
________ and ________
________ and ________
________ and ________
________ and ________
________ and ________
Teaching
9. Think of a successful learning experience you have had. List the factors that you think contributed to its success. Can you think of any other factors that could be important?
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10. Imagine you teach a group of students most of whom have been learning English for about 2 years.
Your lesson aim is to present
If I were you, I'd……..
for giving advice (e.g. If I were you, I'd join a gym ).
You cannot assume all students will understand the word “advice”. Besides, it's more effective to present language in a natural situation which students can identify with (i.e. make it clear who is talking to whom, where, why, and so forth). This will clarify the meaning of the language for them.
Which situation of giving advice would you choose to present If I were you, I'd…….. for giving advice? E.g. a friend who is not happy in her present job
Situation - _________________________________________________________
__________________________________________________________________
What example sentences expressing advice would this situation naturally generate (you need to think of at least 4 or 5)?
If I were you, I’d _____________________________________________________
If I were you, I’d _____________________________________________________
__________________________________________________________________
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Say what aids (eg. pictures) you would use.
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