CAMBRIDGE CELTA APPLICATION

FOR OFFICE USE

Date received - _______________________________

Interview Date - _______________________________

Result
 Accepted
 Waiting list
 Rejected

Please submit this application form and a recent photograph to the centre of your choice:
Or email it as an attachment with a scanned photograph to celta.enquiry@britishcouncil.org

Please insert the name and code of the centre in the subject title of your message with the application form. Eg: Subject:
Application - CHENNAI CELTA IN001

CELTA Applications, New Delhi CELTA Application, Mumbai

Centre - DELHI CELTA IN120 Centre - MUMBAI CELTA IN100
English Language Centre British Council
British Council Division 901, 9th Floor
17 Kasturba Gandhi Marg One India Bulls Centre
New Delhi 110001 841 Senapati Bapat Marg, Elphinstone Road West
Mumbai 400 013
CELTA Applications, Chennai CELTA Applications, Kolkata
Centre - CHENNAI CELTA IN001 KOLKATA CELTA IN002
British Council Division, British Council Division,
British Deputy High Commission L&T Chambers, 1St Floor,
737 Anna Salai 16 Camac Street,
Chennai 600 002 Kolkata 700017

Personal Details

Full name: Md Nazeer Nationality: Indian

Contact No. 9818901565 E-mail: elt.nazeer@gmail.com
Date of birth: 7 February 1983 Gender: Male
Address: RZ-16C/1, Street No-3, Main Sagarpur, New
Delhi, 110046

Choose your occupation

 Student  Working Professional

 Teacher/Trainer  Not Employed
 Entrepreneur  Other

If employed:
Name of Company: HT Learning Centers Limited, New
Designation/Profile: ELT Trainer
Delhi

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Please indicate your centre preference

 Delhi  Mumbai

 Chennai  Kolkata

Health Declaration

Do you have any medical condition that we should be aware of? If so, please state briefly.

No

NOTE: British Council is committed to providing equality of opportunity for students. Cambridge CELTA is an intensive course which
requires applicants to be physically, medically and mentally fit to pursue the course. This is to ensure that all students can benefit from
the course in a safe and conducive environment. This information will be treated in confidence.

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© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Signature __________________ Date 30-03-2019

Academic and Professional Qualifications

First language: Hindi

Other languages spoken: (Please list and evaluate your level using beginner/Pre-Intermediate/ Intermediate/Advanced)

English (Advanced), Urdu (Intermediate)

Academic & Professional qualifications: (please include dates & institutions in reverse order – attach a separate sheet if necessary)

1. B Ed - 2018, BM College of Education, MDU, Rohtak

2. B A - 2013, MBU, Solan
3. 10+2 - 2000, BIEC, Patna
4. 10 - 1998, BSEB, Patna

English language teaching experience: (if applicable)

6 years
Other Work Experience

References: (Please include a professional and a personal reference). Give the name, contact details, and their
relationship to you.
Reference 1 Reference 2

Rajesh Tiwari Jyoti Singh

9899532825 8130164498
Colleague Friend

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Written Tasks

1. Please describe one good learning experience and one negative learning experience that you have had. Please write at least
150 words and use full sentences and paragraphs.
A good learning experience:
I was in the ninth year of school. I had resumed my studies after a gap of two years because of some familial issues. As a
result of being out of touch with scholastic activities, I was not good at most of the subjects, especially science subjects. So, I
started taking private tuition in science subjects in a group of about six students. Being a weak student, I would ask my tutor
a lot of questions. The teacher explained all the problems really patiently. The combination of his patient guidance and my
hard work brought about a turnaround in my performance and standing in the final exams of the year. In no time, I became
the darling of my classmates.

A negative learning experience:

I was in the tenth grade. I was not taking any private tuition at the time because my tutor of the previous year had moved to
another place for a better future. Consequently, I was not doing well in my studies. When my father came to know about my
performance at school, he started looking for a tutor for me. Soon he found one, who lived about half a kilometre away
from my place. He was supposed to teach me mathematics and science subjects. To my disappointment, he came across as
incompetent. He was not able to explain any topics well. That led to a gradual drop in my interest in studies. Finally, after a
month, I stopped taking tuition from him. After that I studied on my own. I could not live up to the expectations of my
family, friends and teachers in the final exams.

2. Please explain why you would like to take the CELTA course? Please write at least 150 words and use full sentences and
paragraphs.

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 I intend to do the CELTA course for a few reasons.

Firstly, I want to be a certified trainer. Although I have been in the field of ELT for over six years, I find myself confined to a
limited number of language schools. I want to navigate around in the world of ELT more freely, and I also want to bring
myself a plethora of international opportunities as well as national ones.

Secondly, I want to acquaint myself with various aspects of English language teaching, such as planning lessons, using
different resources, and so on. I would also like to get a deeper insight into how to appropriately explain language to
learners of different levels of proficiency. I also look forward to updating and expanding my knowledge of English.

Finally, I would like to do the DELTA, which is one of my long-cherished dreams, in a few years' time if the circumstances are
conducive. I will use the CELTA course as a stepping stone to the DELTA.

The CELTA course requires candidates to have an adequate level of English, ability to research language items and an aptitude for
teaching. These tasks are designed to help you think about the English language and how it works.

To complete these tasks, you are encouraged to refer to grammar reference books, such as:
 Practical English Usage, by Michael Swan (Oxford 2006, 2013)
 Grammar for English Language Teachers, by Martin Parrott (Cambridge 2010)

LANGUAGE TASKS

A. Grammar
Look at the incorrect sentences below and:
a) correct the verb;
b) name the tense;
c) comment briefly on the use of the correct tense.

example: I had learned to play chess in school..

Correction: I learned to play chess in school.

Tense: Simple past
Use: An action completed in the past

1. He is checking the door every day before going to bed.

a) Correction: He checks the door every day before going to bed.
b) Tense: Simple present
c) Use: We use the Simple present to talk about a routine action.

2. I have been to London 2 years ago.

a) Correction: I went to London 2 years ago.
b) Tense: Simple past

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 c) Use: To talk about an action that happened at a definite time in the past, we
use the Simple past.

3. By the time he is seventy, he will visited many countries.

a) Correction: By the time he is seventy, he will have visited many countries.
b) Tense: Future perfect
c) Use: The Future perfect is used to talk about an action that will be in the
past when it is looked at from a particular future time.

B. Meaning

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

A. He’s been to Portugal.

example:
B. He’s gone to Portugal.

Means ‘that he visited Portugal sometime in the past and only the experience is
Explanation A
important now
B: Means ‘he went to Portugal in the past and is still there at the present
Explanation B
moment’.

Questions
1. A He stopped to call her back.
B He stopped calling her back.

It means that he stopped doing what he was doing in order to

Explanation A
call her back.
It means that he used to call her back before a particular time in
Explanation B
the past, but after that he stopped calling her back.

2. A If they work hard, they’ll pass the exam.

B If they worked hard, they’d pass the exam.

It means that it is possible for them to work hard and pass the
Explanation A
exam.
It means that it is not possible for them to work hard and pass
Explanation B
the exam.

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 3. A She needn’t have completed all the work.
B She didn’t have to complete all the work.

It means that she completed all the work but it wasn't

Explanation A
necessary.
It means that she did not complete all the work as it
Explanation B
was not necessary.

C. Functions

1. Look at the following sentences and decide what function is being used in each case. The first one has been done for you.

Sentence Function

We are going for a walk. Why don’t you come along too? invitation

He lost his job? What a shame! Expressing shock

You could have fed the cat. Criticizing someone

I must stop eating junk food. Making a resolution

Could you possibly do this on your way back? Making a request

Let’s go for a walk. Making a suggestion

How annoying! Showing disgust

We are sorry about the delay in processing your claim. Apologizing

Please wear your seatbelts and switch off your phones. Giving instructions

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
2. What other functions can you think of that haven’t been expressed by the sentences above? Write them in the table in the spaces
provided.

Sentence Function

Did you say 'fifty'? Asking for clarification

Thanks for coming to the party. Thanking someone

That's right! Agreeing with someone

I'm not sure! Disagreeing with someone

Hello. My name's Nazeer. Introducing yourself

3. a. Consider this request: Can you help me with this project?

Give examples of four other ways we could make this request. Write down two increasingly formal ways of making the same request
and two less formal ways.

1. Could you help me with this project?

2. I would be most grateful if you could help me with this project.

3. Why don't you help me with this project?

4. Help me with this project.

3. b. What factors are important in deciding which of these forms should be used?

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 We need to consider who we make a request to, and where. For instance, Example 1 can be used when you ask a colleague for
help. We can use Example 4 to ask a friend for help.

3. c. Which exponent of request would you choose to teach to a beginner class? Why?

I would teach, 'Can you help me with this project?' There are two main reasons for this.

First, it is neither very formal nor very informal. Second, it is one of the most common ways of making a request.

D. Vocabulary

When we look up a word in the dictionary, we find its literal (denotative) meaning and suggestive (connotative) meaning. Depending
on our associations, emotions and experiences, certain words can have a positive, negative, or neutral connotation.

Explain in simple terms, the difference in meaning between the following sets of words:

childish/youthful
example:

‘childish’ has a negative connotation and refers to someone behaving in an immature

Explanation
way.
‘youthful’ has a positive connotation and refers to someone who seems young, lively and
energetic.

1 aggressive/assertive

Aggressive 'aggressive' has a negative connotation and refers to someone who

Explanation
behaves in an angry and insensitive way.

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The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 Assertive 'assertive' has a positive connotation and refers to someone behaving in a
firm but polite way.

2 win/beat

Explanation Win 'win' has a neutral connotation and it means 'to achieve a victory in a sport , etc.'

Beat 'beat' has a neutral connotation and it means 'to achieve a victory over
someone in a sport, etc.'

3 gourmet/glutton

Gourmet 'gourmet' has a positive connotation and indicates that someone has a
Explanation
good knowledge of and enjoys quality food and drinks.

Glutton 'glutton' has a negative connotation and suggests that someone eats too much.

E. Phonology

Indicate the number of syllables and the main stress in the following words, using:

a. stressed syllable

b. O unstressed syllable

ability o oo furniture o o
example:

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The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Questions

1. procrastination ooooo
2. chairperson
ooo
3. probably
ooo
4. (a) project
oo
5. (to) project
oo
6. sentence
oo
7. insurance
ooo
8. disintegrate
oooo

oooo
9. impossible

WRITING TASKS - APPROACHES TO TEACHING AND LEARNING

Please check your spelling and grammatical accuracy carefully after you have completed this section.

1. Think about your experience(s) in learning a foreign language. What do you think makes an effective language lesson?
Please write at least 150 words and use full sentences and paragraphs.

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 A number of factors go into the making of an effective language lesson.

First of all, each language lesson should teach more than one skill.

Second, there should be explicit or implicit teaching of grammar in each language lesson because, in my opinion,
most adult learners like to learn grammar.

Third, a language lesson should recycle the language taught in the last couple of lessons as learners need to meet
new language learned again and again.

Next, a variety of activities should be included. There should be plenty of opportunities for pairwork and group
activities.

Finally, the teacher should be friendly and patient because a lesson is delivered by a teacher. A lesson with good
content may not be very effective if it is not delivered well. On the other hand, an ordinary lesson may be
effective it is delivered well.

2. The CELTA course requires a lot of teamwork. For example, you are required to work together on lesson planning as well
as give and receive feedback following teaching practice sessions. Imagine that a sensitive colleague has delivered a
weak lesson. How would you present feedback, keeping in mind the need to learn, as well as your colleague’s feelings?
Please write at least 150 words and use full sentences and paragraphs.

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 I will write down the positive points of the lesson. I will start by telling my friend that I enjoyed her lesson. Then, I
will point out to her the good things of her lesson. Sharing the good points of the lesson with her will boost her
morale and self-esteem. It will prepare her to receive some constructive feedback as well.

Now, I will move the discussion with my friend to the areas of improvement. I'll tell her that although her lesson was
really good, some aspects of her lesson could be improved. I'll ask her to reflect on how she delivered the lesson
and how she could improve it if she has to teach the same lesson again.

3. In some cultures, students are expected to speak only when spoken to by the teacher and to interact only with the
teacher. Do you think this is good practice? Justify your answer. Please write at least 150 words and use full sentences
and paragraphs.

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
In my opinion, taking part in conversations that are initiated by teachers only will not be adequate for the linguistic
development of students. I say this for a couple of reasons.

Firstly, in teacher-initiated teacher-student interaction, students will get very limited opportunities to
practise the language as the teacher will be available to students only during the lessons.

Secondly, although students are likely to accurately express themselves in this teacher-controlled
interaction, they are not likely to be very fluent.

Finally, the purpose of learning a language is to be able to fluently communicate with others in
varieties of situations. In order to achieve this, students should not only be allowed but also be
encouraged to interact with their classmates freely. They should also be encouraged to talk to
people outside of the classroom.

© The British Council, New Delhi

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.