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?

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?

iv. What is a good way of teaching vocabulary?

v. What are the main reasons for and against correcting students’ mistakes?

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  social worker lecturer sales person

 driving instructor  nurse

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.

d. I would of liked to have seen that.

e. I regret to have damaged your book.

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

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

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 ask ask a students

d. reliable

e. manage to do (as in "she managed to pass the exam")

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 Pattern
beau.ti.ful
•
..

Identify the word stress and categorise the following words so that they match the patterns in the table.

infamous Banana calendar statement

dinosaur Imply cluster kingdom
enjoyment Mountain eternal countless
excel Passage before defeated
begin Arrive worry history

pattern
•. .• •.. .•.
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?

..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 pre-teaching 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.