Application form for the Cambridge CELTA course

(Certificate in Teaching English to Speakers of Other Languages)

Thank you for your interest in our CELTA courses. The process for continuing with your
application is as follows:
 We advise you to research the course online to make sure it is appropriate for you before
applying; the interview process also seeks to make sure you are fully informed and suitable.
 Complete the following application form and Language Awareness tasks – because this form
has to be emailed between the training centre, the interviewer and then back to you with
comments, we politely request that you word-process this and submit it electronically.
 Return the application form to the school email address.
 We will contact you as soon as possible (within 5 days) and let you know if you have to amend
your language tasks or can proceed to the interview stage.
 The interview will take place with a trained tutor via Google Meets if at all possible – if you do
not currently have this, please download it from your Appstore – alternative means can be
arranged if this is not possible.
 At the end of the interview, you will usually be informed of the result of your application; there
will be occasions when additional steps need to be taken and you will be informed if this is the
case.
 The training centre will contact you to confirm the offer of a place and deal with payment and
administrative details.
 Your place is not finally confirmed until you have paid your deposit.
 You will then receive the Pre-Course Task to help you prepare for the course – this is not
handed in, marked or assessed in any way but it is essential you complete it as the course
begins with the assumption that you have.
 You will also be given some suggestions for Pre-Course Reading – these are reproduced
below. Please note that some of the grammar books will be helpful for you in completing the
application tasks – using them demonstrates the ability to research and is not seen as
cheating!

Grammar books:
 "Practical English Usage", Michael Swan, OUP.
 "Grammar for English Language Teachers", Martin Parrott, CUP.
 “Teaching English Grammar”, Jim Scrivener, Macmillan.
 "Essential Grammar in Use", Raymond Murphy, CUP (this one is for CPs who have never studied English
grammar – normally native speakers).
 "How English Works", Michael Swan and Catherine Walter, OUP.

If you feel you are particularly weak on Language Awareness, the following online courses may be useful for
you:
 “Grammar for Teachers Language Awareness Course”, a free course available from the Cambridge English
Teacher website: www.cambridgeenglishteacher.org.
 “Grammar for Language Teachers” from www.elt-training.com – This is a lengthy course with several video
presentations – you can view a sample but then it has to be paid for – the latest available fee was £19.99.
 http://www.ucl.ac.uk/internet-grammar/home.htm - This is another free course which is recommended by
several CELTA Centres.

Methodology books: choose from the following – if you are short of time, the last named is easiest and quickest
to read:
 "Learning Teaching", Jim Scrivener, Macmillan Heinemann (new edition 2005).
 "The Practice of English Language Teaching", Jeremy Harmer, Longman.
 "How to Teach English", Jeremy Harmer, Longman.

Teaching Practice:
 “The Art of Lesson Planning: A Handbook for Pre-Service and In-Service Teachers of English to Speakers of
Other Languages”, Mike Cattlin (available on iBooks and Kindle Fire only),
http://www.troubador.co.uk/book_info.asp?bookid=3044
 “Teaching Practice Handbook” (Handbooks for the English Classroom), Roger Gower, Steve Walters
and Diane Phillips, Macmillan.
 Part A – Application Form

The Course

Dates of the course you are applying for 19oct 2024

Alternative date (if applicable) Next available course
Date of application 27sep 2024

Personal Information

Title (Mr / Mrs / Ms / etc.) Mrs

Your full name (as you would wish it to appear Nawras Raji Ahmad Alquraan
on a formal certificate)
The name you prefer to be known by Nawras
Date of Birth 23 June 1987
Place of Birth Irbid
Nationality Jordanian
Email address nawrasalquraan@gmail.com
Permanent address (with post code) Shafa Badra -_Amman
Current address (if different) Shafa Badran-Amman
Telephone number (with international codes) 00962795556630
Mobile number (with international codes) 00962795556630
Present occupation teacher
Do you have any dietary, health or other special no
needs (include any information which you feel
might affect your performance on the course
bearing in mind it is of a stressful nature)
Next of kin name and emergency contact details Omar Quraan 00962795568111
How did you find out about our courses? Cabridge collage website

Languages

In the boxes below, please list the languages you speak in order of proficiency, starting with your
native / mother tongue:

Languages spoken Level of proficiency (if different in speaking, writing, reading

and listening, please say so)
Arabic Native
English Upper intermediate

Based on your language learning experiences, good or bad, what factors do you believe lead to
successful learning and/or which lead to a lack of success?

Based on my language learning experience, many factors lead to a successful learning such as
strong motivation, setting specific goals, consistent practice, patient and staying persistent. On the
other hand, lack of motivation, no clear purposes, inconsistent effort and limited practice can lead
to a lack of success in learning.

Education
Please state where you have studied, the subjects and the awards achieved, where applicable.
Please start with the most recent and work backwards to the age of 17.

Level of study Place of study and dates Subjects and awards

High diploma Philadelphia university School management diploma
certificate
Qualified teacher certificate Nell Academy QTC certificate
New teacher preparation Ministry of education
course
Bachelor’s degree in Yarmouk university Bachelor’s degree certificate
English literature and
linguistics

Teacher Training and Experience

Do you have any formal training as a teacher of No

English or other languages? Please detail.
Do you have any experience of teaching Yes, I do have experience of teaching English, I
English as a foreign / second language (please worked as a private English teacher for all
give schools, dates, details of ages and levels levels, I worked at three public school for three
taught, coursebooks used, etc.). years, I was a teacher for the secondary
students.
If your answer to the above question is yes, As an English teacher, my preferred approach
please describe briefly your preferred approach is a blind of students-centred learning with
and your thoughts on student-centred and strategic teacher-led guidance. I believe in
teacher-led classrooms. empowering students to take an action role in
their own learning
Do you have any formal training as a teacher of No, I don’t have
other subjects / areas? Please detail.
Do you have any experience of teaching other No, I don’t have
subjects?

Work Experience

Please detail your non-teaching work In addition to my work teaching experience, I

experience, including dates, starting with the worked as an audio script translator with Appen
most recent. online company, which helped to t be patient,
and improve my listening skills.
Any other information regarding your work or In addition to my teaching experience, I hade
experience which you think may be relevant to many courses that helped me to sharpen my
this application. skills like communication skills, time
management, and brainstorming workshop.

Other Details

Will you require accommodation during the No, I will not

course? (If so, please give details of your
requirements.)
Any other information that you think may be
relevant to this application.

Referees
Please provide the requested information for two referees who would be prepared
to give relevant support to this application. Please do not provide two people from the same
institution.

Referee no.1 Referee no.2

Name Hanadi bani salamah Eng. Omar quraan
Position / job Teachers’ supervisor at the Manager at royal Jordanian
ministry of education airlines
Email address Trainer.hanadi@gmail.com omarquraan@yahoo.com
Telephone number 0776700721 0795568111
Address Alzarqaa aljadeeda – Jordan Amman -jordan
In what capacity is the referee Brother’s wife My spouse
known to you?
For how long have you known Since 2011 Since 2005
the referee (or please give the
dates when you were in
regular contact with them)?

In submitting this form, I declare that all information provided is complete, accurate and
truthful.

Name: Nawras Raji Ahmad Quran

Date:27-Sep-24
 Part B – Pre-Interview Task

Title (Mr / Mrs / Ms / etc.) Mrs

Your full name (as you would wish it to appear Nawras Raji Ahmad Alquraan
on a formal certificate)
The name you prefer to be known by Mrs.Quran

Please complete the following task carefully as it is one of the factors we take into consideration
when making a decision about your application. Please note that it is not only permissible but
actively encouraged to refer to a grammar book and a dictionary in preparing your answers.

Bear in mind that your explanations should reflect what you might say in a classroom to students
and so should not be over-complicated.

Part One – Grammar

For each of the following sentences:

1. Correct the error, which is highlighted. Write the corrected sentence as done in the example.
2. Explain, as simply as possible, why the corrected version is more appropriate.

Example:
Incorrect sentence I read a book at the moment.
Why is this incorrect? Because the present simple does not refer to what you are doing at
the moment of speaking but, for example, to habits. “I read a book
every month” would be correct.
Corrected sentence I’m reading a book at the moment.
Why is the sentence correct? We use the present continuous to express the idea of an action taking
place at or around the moment of speaking.

1.1
Incorrect sentence I’m going to the cinema at least once a week.
Why is this incorrect? It’s incorrect because “going to” is (present continuous) describes
an action that is happening right now or planned event in the
future, once a week suggest that the action is habitual or regular
and to express this, we must use present simple
Corrected sentence I go to the cinema at least once a week
Why is the sentence correct? Because once a week suggest regular action and the tense must
be present simple

1.2
Incorrect sentence I used to see that film for the first time two years ago.
Why is this incorrect? It is incorrect because “used to” describes an action that
happened habitual in the past but are no longer true.
Corrected sentence I saw that film for the first time two years ago
Why is the sentence correct? Used to indicates that the action was a one time event in the past
because we have “two years ago” so we use simple past tense

1.3
A: Do you fancy playing tennis at 12 o’clock tomorrow?
B: I’m sorry, I can’t join you at that time… (and now choose from the following to complete the
answer – please say which answers are possible and which are not. To give you a clue, two are
incorrect for this context, one is preferable and the other two could be seen as possible; please
explain your decisions):

Answers Correct or not and why

I have lunch with Mary. Not correct because the tense of the verb is simple
 present. This indicates habitual
action. You regularly with Mary not only in specific
time
I’m having lunch with Mary. Incorrect because the tense of the action here is
present continuous, this suggests that the action is
happening right now or around the current time but
not to suggest tomorrow’s actions
I’m going to have lunch with Mary. Could be possible, the tense of the action here
suggests future interaction it means a planned
action in the near future but no specific time
I will have lunch with Mary. Incorrect, because the tense of the action here is
simple future which expresses a decision or
promise to have lunch with Marry at the future time
but nothing certain.
I’ll be having lunch with Mary. Preferable. the tense here is future continuous
which emphasize that the action will be ongoing at
a specific time in the future. It is the preferrable
one because the speaker determined the time,
that she will be having lunch with Marry the same
time that the tennis game will be.

Part Two – Grammar

How would you explain to a learner of English the difference in meaning between the following
pairs / sets of sentences?

2.1 (to an intermediate level student):

1. If he comes with us, he’ll learn some Spanish.
2. If he came with us, he'd learn some Spanish.
3. If he'd come with us, he'd have learnt some Spanish.

Answer:
In the first sentence:
Meaning: this is a real possibility in the future. If he decides to come with us, he will learn some
Spanish.
Structure: this is called the first conditional. It talks about the future event that possibly happen
Example: if it rains tomorrow, he will stay home. ( it might rain, if so he will stay home).

In the second sentence:

Meaning: this is an imaginary situation. He is probably not coming, but if he did come, he would
learn some Spanish
Structure: this is the second conditional used for situations that imaginary in the present or future.
Example: if I won the lottery, I would buy a car. ( I am not winning a lottery, I am imagining that).

In the third sentence:

Meaning: this is about the past and something did not happen. He did not come with us, so he did
not learn Spanish.
Form: this is the third conditional used to talk about things that didn’t happen in the past and
imagining different results.
Example: if I had studied harder, I would have passed the exam. ( I didn’t study hard so I didn’t
pass). Unreal past.

;
2.2 (to an elementary level student):
1. She likes ice-cream.
2. She’d like an ice-cream.
 Answer
In the first sentence
Meaning: she enjoys ice -cream all the time. Regularly eat ice cream
Example: she likes ice- cream the same way she likes pizza or chocolate

In the second sentence:

Meaning: right now, she wants an ice- cream (at this moment)
Example: she would an ice -cream now because it’s hot outside.

2.3 (to an upper intermediate level student):

1. She went to prison.
2. She's gone to prison.
3. She went to the prison.
4. She’s gone to the prison.
5. She’s in prison.
6. She’s at the prison.

Answer:
In the first sentence
Meaning: she is a prisoner and the action of going to prison happened in the past, but we don’t
know exactly when or if she is still in the prison.

In the second sentence

Meaning: she has been sent to the prison recently or still there now (she is a prisoner now)

In the third sentence

meaning: With the article (the) this refers to her going to visit or to see the prison building or for
some reasons (she is a visitor not a prisoner).

In the fourth sentence:

Meaning: This is about visiting the prison and like (she went to the prison and a gain as a visitor
not as punishment, but here to emphasize that she recently went or still there now.

In the fifth sentence:

Meaning: this means that she is currently in the prison. She is there as a punishment for a crime.

In the sixth sentence:

Meaning: this means that she is at the prison’s location, but not as a prisoner. She could be a
visitor or working there.

Part Three – Vocabulary

How would you explain to a learner of English the difference in meaning between
the following pairs / sets of words?

3.1 (to an intermediate level student – and please put each word in a sentence):
1. Economy.
2. Economical.
3. Economics.
 Answer:
Economy:(noun)
This refer to the system of how goods are made and used in a country or region.
Example: the country’s economy is growing. (Economy here is about system)

Economical:(adjective)
This is to describe something that good at saving money or recourses.
Example: buying a used car is an economical choice.

Economics:(noun)
This is the study of how people use resources and make choices about money, goods, and
services.
Example: she is at the collage, she studies economics

3.2 (to a pre-intermediate level student – and please indicate the part of speech for
these items):
1. Embarrassed.
2. Introvert.

Answer:
Embarrassed (adjective)
Meaning: to feel shame or uncomfortable about something you did, or something that happened.
It is a feeling you got when you think that you’ve done something wrong.
Example: she felt embarrassed when she fell Infront of people

Introvert (noun)
Meaning: a person who is quite and like spending time alone. They usually feel more comfortable
when they are not in a big group. Introvert describes a type of personality.
Example: he is an introvert, he likes reading books alone more than going to big parties.

3.3 (to an elementary level student):

1. Smile.
2. Sneer.

Answer:
A smile: when someone lifts the corner of their mouth to show they’re happy. It makes people
feels good and show kind. (it is what you do when you are happy)

Sneer: when someone curls their lips up and makes a face that looks mean or mocking. It shows
that they might be looking down on someone and usually doesn’t feel nice (unkind)

Part Four – Pronunciation

Groups 1 and 2 both 2 syllabled words but have different stress placement. Groups 3 and 4
are of 3 syllabled words, but different stress placement. Divide the words below into four
groups depending on the number of syllables and the syllable which is stressed.
recollect recover issue tomorrow frankly exact
enrol dungarees allude starting starvation unemployed

2 syllables/ 1st syllable 2 syllables/ 2nd syllable 3 syllables/ 2ed syllable 3sylaable/ 3rd syllable
stress stress stress stress

Issue Dungarees
Frankly Exact Starvation (unemployed) is
starting Enrol Recover three
Allude Tomorrow syllables and the
stress is on the first
syllable

Part Five – Functional Language

A function is, put simply, what a piece of language does / expresses. For example, when you say
“If I were you, I’d take an aspirin”, the function is that of giving advice. What are the functions of
the following pieces of language?

Example piece of language Function

“If I were you, I’d take an aspirin.” Giving advice.
“I wish I hadn’t missed the train!” To express regret
“Can I go out and play?” To seek permission
“Let’s have a drink!” To express an invitation
“I’m really sorry I broke your plate.” To express an apology
“Would you like a piece of cake?” offer something or invitation

Part Six – Teacher Talk

Re-phrase the following examples of "teacher talk" in language that an elementary

level learner might understand:

6.1
So, what we’re going to do now is open our books on page 47 please.

Let’s open our books to page 47 now, please

6.2
Could you possibly say what you just said again so that the others can hear?

Can you please say that again so everyone can hear you?

6.3
If I were to ask you what the name of this tense is would any of you know?

If I asked you what the name of this tense is, would any of you know?

Part Seven – Teaching Ideas

Imagine you are teaching a multilingual group (therefore no use of translation) of beginners
studying English for the first time (they may have had a couple of lessons and can use language
such as “Yes”, “No”, “Please” and “Thank you”). How will you try to convey the meaning of the
phrase "Would you like...?" with the target sentence being "Would you like a cup of coffee?"

I would focus on using visual aids, gestures, and simple language to convey the meaning. I would
approach that like: bring a cup of coffee or pictures of a cup of coffee, Hold it up make everyone
see it. Say “coffee” and ask them to repeat. Make sure they understand the word.
Hold a picture of coffee and ask students if they want a cup of coffee, encourage them to respond
either yes or no.
Now, ask students: would you like a cup of coffee? In a polite way and appropriate intonation.
Point again to the cup of coffee
Guster toward yourself and say “would”. Gesture toward the students and say” you”
Repeat the question a few times and make sure the students can hear the intonation of the
question.
Part Eight – Skills

Language teaching is not just about grammar and vocabulary; we also teach language skills,
these being speaking, writing, reading and listening. The following are the stages of an example
reading lesson. Please put a number in the middle column to indicate the order in which you
would do the stages and then in the right-hand column, briefly explain the rationale for your
choice.

Stage Order Rationale

Students check answers in 9 Generate interest in the text
pairs
Brief open class feedback 7 Predict the content
Students check answers in 6 Pre-teach vocabulary
pairs
Open class feedback in which 10 The teacher sets a question which encourage reading
students may be asked to for gist (general understanding)
justify their answers
Pre-teach vocabulary 3 Students read with a short, strict time limit
Students read with a short, 5 Students check answers in pairs
strict time limit
Generate interest in the text 1 Brief open class feedback
An oral response-to-the-text 12 The teacher sets several more questions which
task where students discuss encourage reading for detailed understanding
what they have read
Predict the content 2 Students check answers in pairs
The teacher sets several 8 Open class feedback in which students may be asked to
more questions which justify their answers
encourage reading for
detailed understanding
The teacher sets a question 4 Students read with a time limit
which encourages reading for
gist (general understanding)
The text is further exploited 13 An oral response to the text task where students discuss
for some of the language what they have read
which was in it
Students read with a time limit 11 The text is further exploited for some of the language
which was in it

Part Nine – Methodology

Describe briefly what you see as the teacher’s main role in the classroom. Should the language
classroom be teacher-led or student-centred? To what extent would you encourage pair-work
and group-work and why?

Teacher’s main role in the classroom is to facilitate learning by encouraging students to

participate, provide guidance and adapt teaching methods to mee student’s need.
In language classroom, it should be more student centered, where students are encouraged to
practice rather than being led by teacher.
Pair work and group work are very basic activities, because they give students the opportunity to
practice speaking, listening, and problem solving in an interactive way. I would encourage these
activities because they help to develop confidence in language usage.

Part Ten – an Extended Piece of Writing

In this part we need to see an extended piece of writing so please answer in continuous prose (as
in a semi-formal essay, the type of which you will need to write on the course). We request that
you do not use any form of spell-check or grammar-check in writing this section.
The total word limit for the following is 150-300 words but please try to cover all of the prompt
questions.

1. What, for you, are the most important qualities of a teacher?

2. Based on the above answer as well as on your work / study experience to date, the Pre-
Interview Task and your knowledge and research of the CELTA, what do you expect to be your
strengths and weaknesses on the course?
3. Why do you feel that doing the course at this time is the right choice for you?
4. What are your expectations of the course?
5. What are your plans for after the course, e.g., do you plan to return to the same job, do you
want to travel, do you want to teach immediately and if so, where, etc.?

From my point of view, teacher most important qualities are patience, adaptability, empathy
and clear communication.
Patience allows the teacher to understand the diverse needs of the students. Adaptability helps in
designing lessons to different learning style and situations, while empathy create supportive
learning environment. Clear communication is very basic for delivering content clearly, ensuring
that students grasp the material.
According to these qualities and my previous experience, I believe that my strength on CELTA
course will be my ability to communicate effectively and to adapt to different teaching methods.
I’ve got through too many courses, and I worked hard to develop my language and skills too, so
am comfortable with explaining concepts in a clear and accessible way.
On the other hand, my biggest weakness maybe language barriers. As an English teacher to non-
native English speakers, I may face language barriers that limit my student’s ability to understand
instructions or content and maybe both.

I think that, now is the perfect time for me to take the CELAT course, because I’ve gained enough
work experience and I feel prepared to shift into teaching adults, non-native English speakers.
I’m eager to grasp new skills and to enhance my existed ones.

I expect that CELTA course to be challenging but rewarding too. I expect to gain hard foundations
in teaching methology and practical experience so this will help me to grow and progress
successfully s an educator, as well.

After the CELTA course. I plane to begin teaching as soon as possible. I’d like to teach in another
country to discover different cultures and classroom’s environment.
This will allow me to apply what I’ve learned in a real-world content and enhance my teaching
abilities also.