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. 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) I'd like some information about your courses. ii) We use the plural form for nouns that can easily be counted-for example: cats, dogs, birds. We use the singular form for nouns that we cannot count-for example: water, knowledge, air. In this case information is a noun that cannot be counted so we use the singular form. 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) Verb forms like walking and taking imply that we are in the process of completing them at this very moment. For actions that we complete frequently or will complete in the future we use the future tense, for example: walk and take. 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 difference between so and such is that so modifies an adjective, for example: so far, so deep, so dreamy. Such modifies nouns, for example: such a dreamboat, such a bad singer, such a talented artist. In this case good actor is a noun which means that we need the word such.

4. Carla: William:

Can you borrow me $10? Sure. Here you are.

i) Can you loan me $10? OR Can I borrow $10? ii) The word borrow is a word that implies direction, one person borrows from another. To borrow is to take from someone where as to loan is to give to someone. In this case, Carla wants to get $10 which means that she will borrow and William will loan.

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 words alone and lonely imply two different meanings. Alone is a state of being suggesting that a person is in a space without any others, where as lonely is an emotion indicating that the person feels alone rather than actually being alone. To teach this I would start with a discussion on the topic on the difference between states of being and feelings, for example sleeping vs. being sleepy and in this case being alone vs. being lonely. I would then put a list of both types of words on the board and have students sort them.

2. a) What time is it? b) Do you mind telling me what the time is please? The difference between these two sentences is the level of politeness of speech. The first one is very direct and casual and implies that the speaker knows the person they are speaking to, where as the second is less direct and uses far more polite language like please. To teach this I would have students come up with requests and then practice asking them from a friend vs. a stranger. It would start as a larger group activity with a few examples and then break up in to partner groups and practice with examples that I provide. 3. a) If I become president, Ill lower taxes. b) If I had become president, I would have lowered taxes. The difference between the first and the second sentence is the first example is about what the speaker plans to do where as the second is about what could have happened in the past had something else occurred. The first sentence has a hopeful tone to it, indicating optimism about the future, whereas the second one is regretful in tone, expressing that the opportunity was not given. Both sentences are if-then statements, one speaking in terms of the future and the other in terms of the past. the conditionals To teach this I would have students talk about plans for the future under specific conditions such as if the weather is nice or if I was given a million dollars then have them do the same thing if the conditions had taken place in the past. If the weather had been nice or If I had been given a million dollars.

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 burger

Oo menu record (noun)

Ooo momentous bystander ratio photograph

oOo banana computer

ooOo independent photographic

oOoo reliable photographer

ooOoo hospitality undeniable

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 that combines a large concept with smaller examples and activities ultimately culminating in the repetition of and application of the lesson. The most effective language lessons in my experience have been ones that are easily and quickly implemented into conversation or writing. This allows the students to immediately see the use of the lesson and the fine points of putting it into practice on top of being studied at home after the fact. Language learning is a combination of rote memorization of the basics, such as vocabulary, and active use of more complex ideas like grammar and pronunciation. It is necessary for a good language lesson to therefore include speaking and writing activities that immediately use and test the students knowledge.

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: Karli Wade Date: July 28, 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. In-person New York and Boston By telephone All cities

What type of interview would you like?

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
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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?

No

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

The evening is best for me since I am currently based in Honolulu before my move to New York City.