Cambridge CELTA Pre-Interview Task

Complete this task carefully. It is an important factor in considering your application. CELTA is an intensive course of study. Because of this, candidates need to be fully prepared for the demands of the course and show that they are able to research language structures, a skill required of ESL teachers . Keep in mind that we cover language analysis on the CELTA course, so we do not expect you to be an expert in grammar before the course starts. 1-9, teacher practice, feedback, pass/fail For help you may refer to a grammar book such as Practical English Usage by Michael Swan (Oxford University Press) or any other grammar reference book you might have at home or find in the library/book store. The internet is also a great source of information. If youre looking for a site, try: http://esl.about.com/od/englishgrammar/English

=> Please make sure you read the directions for each section and proofread your work carefully! The CELTA course requires a high level of written English. When you have finished, please send it to info@teachinghouse.com. Retain a copy of this task for your interview.

Part 1: Language awareness A. Error correction

Each of the exchanges below contains a mistake. In each case: i) write the corrected version in the space provided ii) clarify your correction in simple English to explain the mistake Example Mr. Smith: Giorgio: Do you have much experience in the restaurant business? Yes, Ive been working as a chef since 10 years.

i) Ive been working as a chef for ten years. ii) We use since before a point in time for example, since Tuesday, since 1992, since 5 oclock. We use for before a period of time - for example, for two weeks, for six years, for ten minutes. In this case 10 years is a period of time, so we need for. 1. Maria: Receptionist: Id like some informations about your courses. Certainly, heres our brochure.

i) Id like some information about your courses ii) The word information, does not become plural by the addition of an s, because it is not a countable noun. Another example is evidence, which is also not pluralized by adding an s. 2. Jack: Pierre: How do you get to the CELTA center every day? Im walking and then taking the subway.

i) I walk and then take the subway ii) The phrase Im walking, and taking, indicate that the speaker is currently engaging in these activities. However the questioner is asking about what Pierre habitually does- i.e. how he gets to the CELTA center. Thus Jack must form his verbs on the pattern of I walk, which indicates a habitual action. 3. John: Helen: John: Did you see the movie on HBO last night? Yes I did, it was so a good movie Yeah, I think Tom Cruise is such a good actor. (Comment on the difference between so and such)

i) Yes I did, it was such a good movie ii) The word so (in this context) is a word that intensifies an adjective; it is similar in meaning and usage to very, as in He is so smart, or the movie was so excellent. It must be followed by an adjective; thus one cannot say It was so a good movie,

but one can say The movie was so good. Such also intensifies adjectives. However, unlike so, it need not be followed by an adjective; one may say You have such wonderful skills, OR You have such a wonderful skill. 4. Carla: William: Can you borrow me $10? Sure. Here you are.

i) Can I borrow $10.00 from you? ii) As phrased, the sentence is incorrect because the subject and object of the verb are improperly sequenced. I is the subject of the verb and so should precede it. It is Carla who wants to do the borrowing and thus she must refer to herself as the subject of the verb. If she said can you lend me $10.00 this would also be correct, although the subject would now be William, as he is doing the lending.

B. Differences in meaning
Comment on the difference in meaning between the following pairs of sentences, and outline how you might teach these differences in meaning. Example: a) Claire is working late again; shes so passionate about her work! b) Jane is working late again; shes so obsessed with her work! In the first sentence, the word passionate suggests that Claires reason for working late is that she is driven by a love for her job and a healthy desire to succeed. In the second sentence, the word obsessed suggests that Claires reason for working late is that she lacks a healthy balance in her life. She is so fixated on her work that perhaps she doesnt do anything else, or perhaps other areas of her life are negatively affected. To teach it, I would draw two pictures (or bring in two photographs). The first would be of a person working at her desk in an office. I would show the time with a clock on the wall (showing 9:30pm). She would have a smile on her face to show that she was happy (and passionate about her work!) For the second sentence, I would have a picture of Jane at her desk in her office, but she would look tired (and a little stressed). The time would still be 9:30pm on the clock. I hope these two examples would show the positive/negative aspects of the two sentences.

1. a) She is alone. b) She is lonely. The first sentence states an objective fact- of a woman being physically alone, in a state in which she is the only person in a given place. There is no indication of her emotional state- she may be happy or sad with this condition. As for the second sentence, there is an indication that she is distressed and would like to be engaging with other people. However, there is no indication of her physical state. Loneliness is a subjective feeling; one may be lonely in the presence of a large number of people. To highlight the difference between being alone and being lonely, I would draw a picture of a woman camping in the wilderness, sitting near a bright campfire and smiling as she barbecues her dinner. I would then draw a picture of another woman at a party filled with laughing, jolly people. However, the woman is standing apart from them with a glum expression on her face. 2. a) What time is it? b) Do you mind telling me what the time is please? The first question is direct and brief. It may be considered impolite in certain situations; for example, if one poses this question to a complete stranger without any other preliminaries, it could be seen as rude. The second question is extremely formal and takes great pains to be polite, adding not only please but also offering the one questioned the option of not answering (do you mind telling me). To illustrate the differences between these two questions, I would repeat them both to the students, using a different demeanor for each question. I would ask the first question with a firm, no-nonsense tone, looking the questioner straight in the eye and maintaining my gaze on the student until he or she answers. By contrast, I would ask the second question with a soft, humble tone, in a shy, unobtrusive manner. This would highlight the different implications of the two questions.

3. a) If I become president, Ill lower taxes. b) If I had become president, I would have lowered taxes.

The phrasing of the first sentence indicates that the speaker is referring to a possibility- his becoming president- which has not happened and may never happen. The second sentence indicates that in the past, the possibility could have become a reality but did not. In neither case is the speaker currently in any position to lower taxes as he is not currently the president. Thus the difference between the two statements is that the first refers to a possibility which may come to fruition, while the second refers to a possibility which has been missed.
2

To illustrate this difference I would draw two pictures. One would be of a young child with bright shining eyes, and above his head there will be two thought bubbles- one filled with towers of dollar bills, and the other filled with images of vacations, diplomas, nice houses, mansions, etc. Near the first thought bubble I would write If I and near the second I will... (i.e. If I have all this money, I will be able to get all these things). The second picture would be of an old man on his deathbed with a saddened face, and above his head there will be two thought bubbles with exactly the same images as that of the first picture. But near the first I would write If I had and near the second, I would have (i.e. if only I had all this money, I would have been able to get all these things). This would explain the differences in meaning between the two sentences.

C. Word Stress
All words of more than two syllables in English have one specific syllable which is stressed. For example, in the noun record (bought in a record store) the stress - i.e. the louder syllable - is the first syllable: REcord Oo. But in the verb to record (e.g. Elvis tried to record an album every year) the stress is on the second syllable reCORD oO. With the following words, put the word into the correct column below according to the number of syllables and the main stress. examples: momentous computer banana bystander burger hospitality superb ratio menu independent photograph undeniable photographer reliable photographic

oO record (verb) superb

Oo menu record (noun) burger Ratio

Ooo photograph

oOo banana momentous bystander computer

ooOo Undeniable Independent Photographic

oOoo Photographer Reliable

ooOoo hospitality

D. Sounds
Match the underlined sound of the words in column A to a word in column B with a corresponding sound. Note: the sound can correspond to any sound in the words in Column B. For example: advice goes with sip. Beware! The spelling of the sound may be different! Column A 1. 2. 3. 4. 5. 6. 7. 8. advice advise day beach lodge thin breathe young Correct Letter f h c g b e d a a. b. c. d. e. f. g. h. unit jump eight though thick sip week zoo Column B

Part 2: Approaches to teaching and learning

Write a minimum of 100 words about what you think constitutes a good language lesson, based on your experiences. A good language lesson is one which combines theoretical lecture with applied usage. For example, a lesson on the future tense should begin with a lecture on the uses of the future tense, and how one identifies and forms sentences in this tense. The teacher should then provide a series of examples of sentences which illustrate these principles, and have the students repeat them together. Then the teacher should allow the students to converse with each other using the future tense; he may divide the class into pairs and have each pair prepare a dialogue using this tense. Each pair should then present its dialogue to the class. The combination of theoretical knowledge with practice is essential in inculcating proper understanding of the English language and the ability to use it. This approach is based on my experience, as I have seen people from various countries such as India, who are able to read English textbooks with ease but are unable to converse clearly in the English language. This underlines the importance of incorporating both theory and practice in the classroom.

Disclosure
Before submitting your pre-interview task, please read the points below and type your name with the date below . If you have any questions concerning these points, please send your queries to info@teachinghouse.com. 1. I understand and acknowledge that if I decide to withdraw from a Teaching House CELTA course less than 5 business days before the course begins, or during the course, the course fee will not be refunded. I understand I will not be allowed to transfer between courses or defer to another course less than 5 business days before the course begins. 2. I acknowledge that the Teaching House CELTA course is a Pass/Fail course, and that if I receive a 'Fail' grade, the result cannot be changed, and that the course fee will not be refunded. 3. I acknowledge that the Teaching House CELTA course requires 100% class attendance, in addition to work outside of scheduled contact hours. As a result, absences, tardiness, incomplete or late assignments may compromise my grade on the course. 4. I confirm that all of the information disclosed in my application is complete and accurate, and I know of no circumstances related to my health, personal situation, work commitment or learning ability that may affect my performance on the course. 5. I understand that if I am accepted onto the Teaching House CELTA course, I should pay a $200 enrollment fee to reserve a place on the course of my choice (availability permitting). This fee may be transferred between course start dates within 12 months of my interview date, but is non-refundable. 6. I confirm that the pre-interview task is my own work.

Signature
(=> Please type your name and the date in the space below) Name:

Fazil Munir

Date:

June 24, 2013

The Interview
Thank you for completing the pre-interview task! Once we have received the pre-interview task we will get back to you to set up a suitable time for an interview. We run most of our interviews during daytime working hours from Monday Friday. Please complete the following grid to give us an idea of the best time for you. Candidates will be calling into our office for telephone interviews.
4

What type of interview would you like?

In-person New York and Boston

By telephone All cities

Preferred Interview Time: New York City, Washington D.C, Los Angeles, Philadelphia, Atlanta Eastern Standard Time 10:00 AM 12:00 PM 4:30 PM 5:20 PM

Preferred Interview Time: BOSTON, CHICAGO and PHOENIX ONLY Eastern Standard Time 09:45 AM 10:30 AM 11:30 AM 12:00 PM 4:30 PM

Candidates for all other cities will be contacted to arrange a mutually convenient interview time.

During the next two weeks, are there any dates you are not available? If so, when?

Available in next two weeks

Is there any other information that will help us to set up a suitable time for an interview?