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CELTA Application Form

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Qualifications Please attach copies of post-secondary certificates

§ Write in chronological order- with most recent first § Be specific- e.g. BA in History § Group secondary school qualifications together- e.g. 4 ‘A’ levels

Qualification Institution Grade(s) obtained Date obtained

Work Experience Write in chronological order- with most recent / current first

Employer Position From To

Language Proficiency State here: fluent / very good / good / fair / basic

Name of language Speaking / listening Reading / writing

Please sign here to confirm that everything in the application is your own work Signature:

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Tasks The final part of the application will take a bit more time. It is a series of tasks designed to get you to think about teaching. If you write the application by hand you will need to use a separate sheet of paper.

Part One: The CELTA Course Please outline:

a) Your reasons for wishing to do the CELTA course b) The skills you hope to develop on the course (Write between 150 - 250 words)

Part Two: Methodology

1) The following1 are examples of lengthy instructions which a teacher might give in class. How would you change them to make them easier for elementary level (with limited English) students to understand? Example: Now actually I would really like it if you could now stand up yes everyone please. Simplified: Stand up (or just a gesture) a. “If I were to ask you for your opinion on smoking what do you think you might say to me?” b. “Would you like to tell everyone the answer you were thinking of again, because I don’t think they heard it when you spoke so quietly and I’m sure we’d all be interested in hearing it again if you could please?” c. “Well that wasn’t really what I was hoping you’d say when I asked that question. I was actually looking for the name of the verb tense not an example sentence but what you gave me was fine only does anyone I wonder have the answer I’m looking for?” 1. Taken from Scrivener, J. Learning Teaching, Macmillan, 1994

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2) You plan to use a newspaper text in your class. Here are some of the activities you have planned for the text. Decide what order you would do them in. Explain your rationale for the order. a. The learners find examples of the past tense in the text b. The learners read the text and answer ten questions on the information in it c. Give the learners the headline from the article and they predict the possible content- they read to check d. The learners discuss their opinions on the text e. You give the learners some phrases and they match them to synonyms in the text 3) Which do you think is easier– writing or reading in a foreign language? Why?

Part Three: Language Error

The following sentences contain errors in the use of the verb tenses, which are often made by learners. Correct the errors. Give the name of the correct tense and a brief explanation of how it’s being used in this context. Example: Do you go to Akiko’s party next Friday? Correction: Are you going to Akiko’s party next Friday? Correct Tense Name: Present continuous Use: The present continuous is used here to talk about future arrangements. 1. I have arrived in Abu Dhabi last Monday. correction: correct tense name: use: 2. I’m usually visiting my parents once a week. correction: correct tense name: use: 3. When I got to the airport, I realised I left my passport at home. correction: correct tense name: use: 4. I can't come to your house tonight, because I'll have dinner with my family. correction: correct tense name: use:

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Part Four: clarifying language

1. You are teaching a group of learners at elementary level when the words much and many come up. How could you clarify the difference between the two? Think about how you can make the meaning clear, trying to avoid over-complicated language.

2. Imagine that you have to teach some vocabulary associated with ‘clothes’ e.g. jacket, shoes, put on, get dressed etc to a group of intermediate level learners.

• How would you teach these words and other ones related to them? • How would you check that the students had understood?

The course will run as long as there are sufficient participants. Course dates may be changed at the discretion of the centre. Zayed University Equal Opportunity Policy for Cambridge English CELTA Courses

CELTA courses at Zayed University ("the Organisation") are run according to the following principle: all CELTA course candidates, CELTA course applicants and teaching practice students are treated fairly and equally regardless of their gender, sexual orientation, marital status, creed, race, colour, ethnic origin, age or disability.

Furthermore the Organisation will ensure that no requirement or condition will be imposed without justification, which could disadvantage individuals purely on any of the above grounds.

Before, during and after each course, the Centre Administrator and CELTA tutors will review the CELTA course selection procedures and selection criteria, as well as the running of courses to ensure that individuals are selected, trained, taught and otherwise treated according to their relevant individual abilities and merits.

The overall responsibility for upholding this principle lies with the Centre Administrator. However, all CELTA tutors are required to comply, and to act in accordance with its objectives so as to remove any barriers to equal opportunity.

This policy appears on CELTA application forms for applicants’ reference and on placement tests for students’ reference.

Any act of discrimination by CELTA course tutors will result in consequences commensurate with the severity of the incident.