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IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE TEACHING (ICELT)

Start course date and location:

Personal Details

Name (required)

Email (required)

Birthdate (required)

Place of birth (required)

Nationality on passport (required)

Address (required)

Post/ZIP Code (required)

Telephone number (required)

First Language (required)

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Present occupation

Work phone

General education

Please supply details of secondary and further education, including dates and subjects.

Secondary School Qualifications

University Degree(s)/Diploma(s)

Other relevant qualifications

Languages

Please supply details of languages you speak/read/write, dates and degree of proficiency.

Which languages do you speak/read/write? Please comment on your level of proficiency

Training

What initial training do you have in Teaching English as a Foreign Language? (Please give organisation, dates and grades)

Indicate your experience in teaching English as a Foreign Language. Please give details of countries, schools, date, levels and materials you are familiar with.

Do you have any formal training as a teacher (other than TEFLA)?

Do you have any experience of teaching other subjects?

What other work experience or professional training do you have?

Any other information which you think is relevant to this application

PRE-COURSE TASK

The following task will be used as a basis on which to judge your suitability for the course. Please write all your answers ON THESE SHEETS. Your answers should be as full as possible

1. EXPERIENCE
Indicate your experience of teaching English as a foreign language / teaching other subjects.

2. REASONS FOR TAKING THE COURSE
Take the following points into consideration:

  • What you expect from the course
  • Your areas of greatest need for help
  • The emphasis you would like the course to have

3. LANGUAGE LEARNING EXPERIENCE
Write about your experience of learning languages. What do you think is the most important factor?

4. TEACHER QUALITIES
Write your answers to the following questions based on your experience both as a teacher and as a student.

  • What does a teacher do?
  • What is your personal image of ‘good teaching’ ?
  • What would you say are the main attributes of a good teacher?

1. Look at the verbs underlined in the following incorrect sentences. In each a) correct the tense, b) name the correct tense, and c) say what the meaning of the correct tense is The first one is done for you.
I) I read a book at the moment
a) I’m reading a book at the moment
b) Present continuous
c) Used here to describe an action happening now, or around this time

II) Where are you from? I’m coming from Egypt.
a)
b)
c)

III) How are things? I didn’t see you for ages.
a)
b)
c)

IV) Look at those clouds. It will rain.
a)
b)
c)

V) A: There’s the phone.
B: OK, I’m going to answer it.

a)
b)
c)

VI) I queued for the bus when the bomb exploded.
a)
b)
c)

VII) I’m not understanding German.
a)
b)
c)

VIII) I’m not usually going to school on Saturdays.
a)
b)
c)

IX) She’s been to the bank yesterday.
a)
b)
c)

2. Look at these two exchanges and in particular the underlined verbs
What tense do they use?
EXCHANGE 1:
A: Do you want to come to the cinema tomorrow?
B: No. Sorry, I’m working late

EXCHANGE 2:
A: Can I speak to Thomas?
B: I’ll go and get him. He’s working in the kitchen, I think.

The FORM is the same, but the MEANING IS DIFFERENT.
Explain the difference in meaning
What general comment can you make about the relationship between form and meaning in English?

3. Look at the following pieces of language. Attempt to describe the MEANING OF THE WORD OR WORDS UNDERLINED, WITHOUT REPEATING THOSE UNDERLINED WORDS. The first two have been done for you.
I used to go to church regularly. A habit in the past which has changed in some way or ceased.
She stumbled at the kerb. To put your foot down badly when walking or running so that you nearly fall or start to fall.

She managed to climb the mountain.

I had my television repaired.

You needn’t wear a crash helmet.

He should have finished this by now.

I’m looking forward to seeing her.

4. Pieces of language can be categorised GRAMMATICALLY, but also according to the job they do, i.e. FUNCTIONALLY. What are the functions of the language items below? The first has been done for you.

Would you like a whisky?
An offer

I wish I hadn’t missed the train!

You really ought to see a doctor.

Do you mind if I open the window?

Could you pass me the salt?

Let’s have a drink

5. Look at these pairs of sentences. Describe the difference in meaning between them. The first has been done for you.

1.
a) I like going to the movies. Means ‘I like it in general’ and describes someone’s habits
b) I’d like to go to the movies. Implies on a specific occasion. I’d like = I want

2.
a) She stopped to say hello.
b) She stopped saying hello.

3.
a) If they offer you the job, will you take it?
b) If they offered you the job, would you take it?

4.
a) I’ve cleaned the living-room
b) I’ve been cleaning the living room.

5.
a) She can’t have left yet.
b) She hasn’t left yet.

6.
a) I needn’t have done it.
b) I didn’t need to do it.

7.
a) I don’t really like avocado.
b) I really don’t like avocado.

6. Complete these sentences with a word or phrase. An underlined word means that word is most heavily stressed. Write in CAPITAL LETTERS the stressed word in your own sentence ending. The first one has been done for you.

Why don’t you take Jack to the party instead of
Answer: JEREMY

Why don’t you take Jack to the party instead of

I know why he stole the money, but

I said it was insignificant, not

Is it half past? No, it’s

I saw him go into the shop, but

A: How was the concert?
B: Well, the Bach was good, but

7. Pair and group work is a very common feature in language classrooms.

What advantages are there likely to be with pair and group work ?
What problems can you foresee when trying to implement it.

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