This is the application form for the Cambridge CELTA course, the most prestigeous international TEFL (Teaching English as a Foreign Language) qualification.

This form is the first step in the application process. You should need about a half an hour to complete it. This is a guide for our trainers to know your linguistic strengths and weaknesses, not a test, and it does not count towards your grade on the course.

Cambridge CELTA Pre Interview Task

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Part A Language Awareness

1. Pair the words which have the same vowel sounds as the example
START (calf)
Luck
know
snore
cook
bird

2. Mark the stress (or the strongest syllable) of the following words
ExAMPLE: Potatoes
Apple
Shampoo
Competition
Banana
Restaurant

Question 3

3. If the following pairs of sentences have the same grammatical structure choose “same”, if not, choose “different”, as in the example:
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Example: He is going to Africa on Friday. He is going to visit Kenya.
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I've been living in London for ten years. I've been to France ten times
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They have studied English before. He has learned English for many years.
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She talks very quickly. She works very hard
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I spoke to her. I talked to her.
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I am seeing my dentist tomorrow. I am living with my sister at the moment.

Question 4

4. Look at the following pairs of sentences and briefly and simply explain the difference in the meaning, as in the example:
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ExAMPLE :a) I’ve lived in London for ten years.
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ExAMPLE b) I lived in London for ten years.
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a) Look at those clouds... it's going to rain.
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b) I think it's going to rain this afternoon.
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a) If I win the lottery, I’ll go round the world.
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b) If I won the lottery, I’d go round the world.
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a) You have to drive on the right in France.
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b) You must see that French film.
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a) I needn’t have got up early.
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b) I didn’t need to get up early.

Part B Grading Language

5. In the following, decide which of the items is likely to be the most straightforward for a student and choose the “easier” example.
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Example:
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Question 6

6. Look at the following classroom instructions, which are obviously very complex. Try to re-write them. Do not include anything which is unnecessary, or which could be clarified through demonstration and using much simpler language:
“Ok class, now then, I’m just going to ask you to glance through this little narrative which I have photocopied onto some sheets of paper, although these copies aren’t actually that wonderful I’m afraid, I think the machine must be running out of toner or something, which is really quite annoying, but never mind ... Anyway, hopefully you’ll be able to get through it, and then while you’re doing that just have a little think about these questions, which don’t seem too difficult to me, and have a go at answering them. There’s a little sort of box at the end on the right, which you can put a tick in if you think what’s being said is true, and then if you want to see what the person sitting next to you has put, then that’s fine because you can discuss your answers and help each other out a little bit if either of you are having any trouble, ok?”

Part C Naming Language

7. Using the name below, identify the tense in each of the following sentences, as in the example:
Example: She's planning her lesson at the moment.
They often have a break at this time.
The photocopier broke down twice yesterday.
We were just talking about you.
I’ve finished.
He’s been sitting in front of the TV all day.
If only you’d been here.
They’ll have eaten everything by now.

Question 8

8. Using the terminology below, identify the parts of speech in the dialogue, as in the example:

Question 8 Example

...sorry. What time (1) did (2) you say it was? ...er...11:30, I (3) think. ...Oh no! I’ve missed (4) the (5) last train again (6). What am (7) I going (8) to do? ...You could stay at (9) a (10) hotel and (11) catch the morning express (12 ) train.
ExAMPLE: 1. Time
2. Did
3. I
4. missed
5. the
6. again
7. am
8. Going
9. At
10. a
11. and
12. express

Part D - Spelling

9. Choose the correct spelling, as in the example:
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1. This is a practice / practise activity.
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2. It had a positive affect / effect on her.
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3. He is the principle / principal of the school.
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4. It’s theirs / theres / there’s / their’s.
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5. I wouldn’t have / of gone if I were you.
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6. Who’s / Whose is this pen?
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7. It is important to teach grammar / grammer / gramer / gramar.
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8. Can you do this immediately / immediatly / imediately.
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9. I’ll definately / definitly / definitely / definatly see him later.
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10. Write on two separate / seperate / seperete / separete pieces of paper.
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11. Pronunciation / Pronounciation / Pronunsiation is an important part of learning a language.
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12. “Do” is an auxilliary / auxilary / auxiliary / auxillary verb.
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13. Continuous tenses are also called pregressive / progresive / progressive tenses.
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14. Do you need help with acomodation / acommodation / accommodation?
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15. I don’t know much about phonology / phenology / phonolagy.
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16. Write about ten sentenses / sentences / sentances.
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17. You need to do lots of preperation / preparation.
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18. This is useful / usefull / usfull exercise.
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19. Teachers need to work together or liase / liaise.
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20. English has 21 consenants / consonents / consonants.
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21. How many sylables / syllables / syllibles in this word?
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22. Are there any synonims / synonyms / sinonyms / sinonims in English?
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23. He’s developing / developping / devellopping /develloping his language awareness.
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24. This is an apropriate / approppriate / appropriate task.
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25. Students need lots of repitition / repetition / repetetion / repeatition.

Part E Writing

10. Write a maximum of 300 words on the following topic. We are looking for correct punctuation, spelling, grammar and paragraphs.
Which teacher at school inspired you and why?
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