Student number (ILSC use only) 2017 ... - celta.ilsc.com

1 1 CANADA: VANCOUVER, TORONTO, MONTR AL USA: SAN FRANCISCO, NEW YORK AUSTRALIA: BRISBANE, SYDNEY, MELBOURNE INDIA: NEW DELHIS tudent number (ILSC use only) Student Application & Pre- interview TaskTEACHER TRAINING PROGRAMS CELTA MONTR ALEDUCATIONName of institutionName of QualificationYear of CompletionOther relevant qualifications:Knowledge of other languages: Read Listen Speak Write Read Listen Speak Write Read Listen Speak WriteEXPERIENCE TEACHING ENGLISH AS A FOREIGN LANGUAGE, AND/OR OTHER RELEVANT EXPERIENCEP revious experience is only a recommendation, not a requirementSchool/CompanyDescriptionREFE RRALSTUDY INFORMATION AND interview ARRANGEMENTWhen do you want to take the CELTA program?First choice: Second choice: When and how do you prefer to be interviewed? In person Telephone (please specify phone number ): Skype (please specify Skype contact name): Preferred date(s): Preferred time(s):Do you need accommodation arrangements Yes NoLast nameAddress StreetCityFirst nameState/ProvinceCountryPostal CodeMiddle name(s)Telephone numberMobile number Male FemaleBirth date (MM/DD/YY)EmailNationalityFirst languageCurrent occupationHow did you hear about the course?

2 Friend/Family (please name): Greystone College website Cambridge website Agent (please name): ILSC Education Group website Google/Facebook Advertisement If someone referred our CELTA course to you, provide his/her full name & address: Other (please specify): 2 CANADA: VANCOUVER, TORONTO, MONTR AL USA: SAN FRANCISCO, NEW YORK AUSTRALIA: BRISBANE, SYDNEY, MELBOURNE INDIA: NEW DELHIPLAGIARISM POLICYPERSONAL STATEMENTIn approximately 400 words, please explain why you want to take the course and why you feel you would be a successful teacher of English as a foreign language. ILSC Education Group and the University of Cambridge have a very strict plagiarism policy which applies to all of your work in the CELTA program, including: Application documents Lesson plans Classroom observation reports Self-created materials and handoutsWhat s plagiarism?Plagiarism is the unauthorized use or close imitation of the language and thoughts of another, and the representation of them as your own original of plagiarism Any suspicion of plagiarism will lead to investigation of your portfolio by the tutors, and, for CELTA students, also by the University of Cambridge.

3 Confirmed acts of plagiarism can lead to being dismissed from the course and failure to receive the CELTA signing below, I confirm that I have read, and understand the plagiarism policy for CELTA programs at ILSC. Name (please print)SignatureDate:3 CANADA: VANCOUVER, TORONTO, MONTR AL USA: SAN FRANCISCO, NEW YORK AUSTRALIA: BRISBANE, SYDNEY, MELBOURNE INDIA: NEW DELHIPRE- interview TASKLANGUAGE AWARENESSPART ONE: DIFFERENCES IN MEANING Imagine that you are explaining the difference in meaning of the following sentences to a Student . In each case:i. Identify the verb pattern ( reporting verbs, relative clauses) or parts of speech ( noun, verb, adjective)ii. Write how you would explain or show the differences in ) I worked as a teacher for 10 years. b) I ve worked as a teacher for 10 pastPresent perfect simple past is used to talk about things that happened in the past, are finished and have no connection with the present. We usually know when the action happened.

4 In the example, I m not working as a teacher now. The action is present perfect is used to talk about the duration of an action that started in the past, and continues up to and includes the present. In the example, I still work as a teacher. The action isn t finished/complete and it has a connection with the ) I tried giving up chocolate, but it didn't make me feel ) I tried to give up chocolate, but it was too complete the task below carefully and return it with your application form to the address listed below. The pre- interview task is an important factor in considering your application. As CELTA is an intensive program of study, candidates need to be fully prepared for the demands of the program and show that they are able to research language structures, a skill required of ESL grammar reference books: Teaching English Grammar by Jim Scrivener; English Grammar in Use by Raymond Murphy2a) If he asks me, I will say ) If he asked me, I would say ) If he had asked me, I would have said ) She is a skinny ) She is a slim ) It s a nice ) It s a nice : VANCOUVER, TORONTO, MONTR AL USA: SAN FRANCISCO, NEW YORK AUSTRALIA: BRISBANE, SYDNEY, MELBOURNE INDIA: NEW DELHIPART TWO: ERROR CORRECTION Imagine that your students wrote the following sentences.

5 In each case:i. Identify the mistakeii. Write the correct formiii. Explain your correctionExample:It was much more easier than I more easierii. It was easier than I To make comparative forms of one-syllable adjectives ending in y , we change Y to i and add er at the end of the word. We use more with two- or three-syllable I went to New York, I sightsaw only in the wish I could of done a better job more detailed informations about the product, please contact our didn t have money enough to continue the love Montr al. It s culture s the best and It s the best : VANCOUVER, TORONTO, MONTR AL USA: SAN FRANCISCO, NEW YORK AUSTRALIA: BRISBANE, SYDNEY, MELBOURNE INDIA: NEW DELHIPART THREE: PRONUNCIATION 1) Look at the following words and decide which syllable carries the main stress. Indicate the stressed syllable using capitalization, and put the words into the correct column according to the number of ListxXXxXxxxXxxxXxxXxxxxXxxExample: photographPHOtographphotographicadvertis ementimpressiveobject (noun)object (verb)adviseAmericaneconomicalratiounden iably2) Look at the following words and decide which syllable carries the main stress.

6 Indicate the stressed syllable using capitalization. Look at the vowel sounds in the stressed syllables and put the words into the correct columns. Use a dictionary to help you ( , )Word List/ //e// // // /Example: attractaTTRACT sentenceatomicprinciplethunderexamplecom mandexpensiveabundantpredictoperatePART FOUR: FUNCTIONS The following modal verbs perform a specific language function. For example: giving advice, asking for permission, etc. State the function of the modal verbs in each )You must stay at must have left it at really must come round for a drink ) He can can t smoke in I help you? 3) You should see a has studied hard, so he should should go home. I have to work on my lesson ) I may go the might go to the party. I will go to the : VANCOUVER, TORONTO, MONTR AL USA: SAN FRANCISCO, NEW YORK AUSTRALIA: BRISBANE, SYDNEY, MELBOURNE INDIA: NEW DELHITEACHING AND LEARNINGWhat aspects of the English language do you think would be especially difficult for adult learners?

7 Why?Think of a positive teaching scenario you have experienced as a (second language) Student . What aspects of your learning experience were effective? Ineffective? What aspects of that teacher and his/her teaching style do you think would be particularly effective in an English Language Teaching environment?Reflecting on your answers above, what do you think constitutes a good language lesson?Please, email your completed application and pre- interview task to: Alternatively, you may drop off documents in person, or send by mail to: ILSC-Montr al, 410 Rue St-Nicolas, Suite 300, Montr al, Quebec, Canada, H2Y 2P5