Cambridge

CELTA
Course application form
Please fill in this form and return it as an attachment to:
celta@ihfrankfurt.de (for applying at IH Frankfurt)
celta@polyglot.org (for applying at IH Oman)
celta@polyskills.com (for applying at IH Dubai)
Please attach a passport-type photograph as .jpg file

PERSONAL DETAILS
Please enter your name as it appears on your passport
Surname: Mehmeti First name(s): Salih Mr Ms
✔
Date of Birth: 18/06/1990 Place of birth: Prishtinë Nationality: Albanian
Permanent Address: Rasim Kiçina, No. 26, Prishtinë Post/Zip code: 10000
City: Prishtinë Country: Kosovë Phone No.: +383 45 648 275
Other information: Mobile No.:
Current Address (if different): Post/Zip code:
City: Country: Phone No.:
Other information: Mobile No.:
Email: salih.mehmeti@gmail.com Skype:
Facetime: First language: Albanian
Next of kin name and emergency contact details:

GENERAL EDUCATION
Please supply details of secondary and further education, including dates and topics
Secondary:

'Sami Frashëri' High School (Gjimnazi 'Sami Frashëri')

University/higher:

Bachelor of Journalism, Department of Journalism, Philology Faculty (1 October, 2014)

University/college name and postal address:

University of Prishtina 'Hasan Prishtina'

LANGUAGES
If you are a non-native speaker of English, please supply information about your level of proficiency
English language level (include IELTS, TOEFL, TOEIC, Cambridge exams if available and the date you
obtained the certificate. Attach the certificate as an attachment to your application):

TOEFL, Total Score 76 (Reading 20; Listening 15; Speaking 18; Writing 23)

Test Date 13 Aug 2016



Other languages and level:





 TEACHING EXPERIENCE AND TRAINING
✔
Do you have any formal training as a teacher? Yes No
Teaching qualification attained:





Place & dates of study:





Experience of teaching English as a foreign/second language (give dates, institutes/schools levels taught
etc.):





Experience of teaching other subjects (give dates, institutes/schools levels taught etc.):





Other work experience:

Freelance journalist




Any other information regarding your work or experience which you think may be relevant to this
application:
been actively working with translations, especially English literature, historical genre, movie translations, etc.
I've




OTHER INFORMATION
Do you have any health concerns or special needs that may be pertinent to your application? (Include any
information which you feel might affect your performance on the course bearing in mind it is of a stressful
nature):

No.


Is there any other information you think is worth mentioning:


✔
Will you need help with accommodation? Yes No
How did you hear about our centres:
Website Social Media Friend Education agency Other:
✔
Have you previously applied for a CELTA course at another centre? Yes No
✔
If yes, what was the result of the application? Accepted Not accepted
✔
Are you applying to centres other than International House Frankfurt, Muscat or Dubai? Yes No
 COURSE DETAILS
✔
Centre location: Frankfurt Oman Dubai
✔
CELTA full-time CELTA part-time CELTA online Start date: 11 March 2019
STUDENT DECLARATION
I declare that all the information on this form is correct and that I have read, understood and accept
Polyglot / Polyskills enrolment, cancellation and refund policies (see the last page of this document).

IMPORTANT: Please note that acceptance on a course does not mean a place has been reserved for you. To
ensure a place on the course, you will need to pay a deposit (see below) within ten days after having been
accepted on the course. The deposit is non-refundable.

Deposit CELTA IH Frankfurt: €200
Deposit CELTA IH Oman: OMR 250
Deposit CELTA IH Dubai: AED 2,500

I have read and accept these conditions.
I have read and agree with the general terms and conditions (see last page).
Full name: Salih Mehmeti
Signature: Salih Mehhmeti

Date: 1/19/2019

NOW FILL IN THE APPLICATION TASK BELOW PLEASE

 Cambridge CELTA
Pre-interview task


1. TEACHING
Answer the following in two or three sentences.
i. How would you get your students talking in class?

First and foremost, I'd do my utmost to create a friendly environment, a warm atmosphere of openness and togetherness
which everyone feels sufficiently comfortable to participate, comment, question, react and learn. There is, indeed, a
in

panoply of means to kindle their attention and get them immersed in talking: one of them is to not pose questions that

require short answers YES/NO, but rather to switch from statements to questions and prompts.

ii. What are some of the reasons for and against teaching grammar rules?

Grammar rules are of grave importance as their adoption enables novices to properly organize either their prior

knowledge in that particular language (however small) or to organize their newly taught words according to a logical

order. On the other hand, grammar rules with its complexity often become overly burdensome and not-that-easy stuff to

digest. This, in turn, requires a careful approach to dissect those grammar rules and teach them step-by-step with
examples,
repetitions, clarifications, etc.
iii. Which of the 4 skills of reading, listening, speaking and writing are the most important to focus on in the
classroom? Why?
of them, doubtless, are of equal importance. However, I'd like to lay more stress in listening as a vital skill in getting to
All

grips with the new language. As the process of communication consists chiefly of listening (and then responding), it

provides to novices an opportunity to get more familiar with the language, its sounds, pronunciations, words, etc. Then

speaking is as nearly important in classroom as it enables them to practice their newly taught words.

iv. What is a good way of teaching vocabulary to a group of elementary learners?
order to instill on elementary learners a good amount of useful words, I'd start from using images, labeling most
In

important words; emphasizing the meaning of the basic words from the text I'm about to read to them.



v. What are the main reasons for and against correcting students’ mistakes?
of the main reasons why students' mistakes should be taken in note is to prevent the misuse of certain word,s
One

especially mispronunciations. On the other hand, one should not fail to remark that pointing too often on students'

mistakes will create a widening gap with them and a reluctance to pose questions and feel comfortable in the classroom.



2. THE TEACHER
a. In your opinion, which of the following jobs would best prepare a person for language teaching (choose one
option only):

sports coach tour group leader social worker lecturer

sales person ✔ driving instructor actor/actress nurse

Why?
I opt for the driving instructor for some good reasons: in fact most of them, regardless their candidates, are prone to use

simple words, explain every single step farily minutely and heeding even to the stressful situation of candidate.



b. In the light of the above, why do you think you are suited to language teaching?
I think I do possess enough patience, gentleness and empathy as well to every single student. I'm mildly supportive even to

those students who seem to have difficulties in absorbing new words of English, grammar rules, etc, and find effective

ways to hone their abilities.



3. TEACHER TALK
Rephrase the following “teacher talk” in language that an elementary learner may understand.
a. If you wouldn’t mind opening your books to page 23, please.

Could you please open your books to page 23?

b. What might you ask someone if you wanted to find out how to get to the post office?

What would you ask someone if you want to find out the post office?

c. Jot down the answers and then swap with your neighbour.

Write down answers and then talk with your classmate.


4. LANGUAGE AWARENESS
Part 1: Which is the “odd one out” in each group and why?
Example:
I’m flying to India next week.
She’s playing tennis this afternoon.
Right now I’m working really hard at the office.
I’m sorry but I can’t. I’m having an early night tonight.

Answer: Right now I’m working really hard at the office.
Why? All the others are present continuous referring to future arrangements whereas the odd one out is
the present continuous for an action at the moment of speaking.

a. The baby's bottle.
The nation's struggle.
The teacher's absent.
The nurse's pay.
The government's defeat.

Answer: The teacher's
absent.
Why?
Most of the above sentences are in the possessive form (noun + apostrophe + s), whereas the odd one out is 'The
teacher's absent' as it combines a noun and a verb, and this contraction form requires to put an apostrophe in
place of an auxiliary verb.

b. The plane was hi-jacked by a woman.
The tourists were attacked by a gang.
The soldier was hit by a bullet.
The trains collided by a river.
Three hundred people were killed by the earthquake.

Answer: The trains collided by a river.
Why?
All other sentences (1, 2, 3 and 5) are in the passive voice, whereas the odd one out is 'The trains collided by a

river', an active sentence, where the subject performs the action denoted by the verb.



c. She must have lost the address.
Alan must have been here too.
That must have been awful.
The thieves must have got in through the window.
I must have something to drink.

Answer: I must have
something to drink.
Why?
Four of them contain past participles, while the odd one out is 'I must have something to drink' which contains

'must + perfect infinitive).



Part 2: Identify any incorrect sentences and supply the corrected version, together with your
explanation, as in example 1 below. If the sentence is correct, write "Correct" and give no
further explanation, as in example 2 below.
Example (1): I am usually driving to work.

Corrected version: I usually drive to work.
Explanation: We use the present simple (I drive …) to talk about routine, habits and everyday
actions.

Example (2): I wish I were rich.

Corrected version: Correct.
Explanation:
a. She is having blue eyes.

Corrected version: She has blue eyes.
Explanation:
We use stative verb 'has' (third-person singular present form) rather to describe a certain state or

situtation with undefined duration.



b. I've been to China last year.

Corrected version: I went to China last year.
Explanation:
We use simple past tense when refering to something that happened in the past, whereas present

perfect tense is used to describe an action that happened at an unspecified time before now. The
present perfect cannot be used with time expressions that indicate a specific time; yesterday, a year
ago, when I was younger, etc.

c. He doesn't work as hard as she does.

Corrected version: Correct
Explanation:




d. How long do you know Nathan?

Corrected version: How long have you known Nathan?
Explanation:
The whole sentence should be posed in present perfect tense suggesting a link with the present time.





Part 3: How would you explain to a learner of English the difference in meaning between the following pairs
of sentences / words?
Example:
The past simple refers to a finished action in a finished period of time. The
He went to London.
action is finished and ‘he’ has returned from London.
The present perfect refers to an unfinished action in an undefined time in
He has gone to London. the past. The action is unfinished and ‘he’ hasn’t returned from London
yet.
 In this particular conditional sentence 'if I have...' is combined with 'will'
in the future tense.
If I have the money, I will buy a new car.

This sentence falls to the second conditional structure. It implies a present

unreal situation or an imagined one in the future that the speaker finds
If I had the money, I would buy a new car. unlikely
to happen

"Had to" is an auxilary verb in the past tense referring to something

obligatory to do.
He had to go through customs.

In this particular sentence modal verb 'must have' expresses an opinion

about an earlier situation. The action implied by the modal verb 'must
He must have gone through customs. definitely happened.
have'

To lend means to allow someone to use any of your belongings and to give them back after a while.
To lend

To borrow means to take or use someone's else belongings with the intent of returning them back.
To borrow

Economics is neither a verb nor an adjective. It conveys the meaning of a science that studies in depth
Economics economy, its nature, functioning, etc

Economical carries the function of an adjective meaning 'sparing in the use of money', 'saving resources or
Economical materials' (i.e 'an economical car').

5. TEACHING MEANING
How could you most easily CONVEY THE MEANING (do not give a dictionary definition) of the following to a
group of language learners in the classroom? (Assume a mixed nationality class, i.e. no translation possible.)
a. to switch (something) on:

using as an example light switch in the classroom in order to exemplify the meaning of 'switch'.


b. secretary:
miming with letters, answering phones, showing a picture to get better the idea, etc.



c. reliable:

writing on the board the word 'Reliable' and then writing down its main features, characteristics, etc.



d. manage to do (as in "she managed to pass the exam"):
displaying a picture of someone carrying a certificate showing the 10 out of 10 for an exam; or a player scoring a goal or
someone ascending to the submit of a mountain,


6. WORKING IN A GROUP
What experience have you had of working in groups? And how would you characterise your role in a group?

Judging from my personal experience (either in the university or high school), I'm quite willing to cooperate with

everyone, giving my help and feel confortable to ask questions.








7. EXTENDED WRITTEN TASK
Outline your reasons for wanting to do the CELTA course, what you hope to gain from it and how it fits in with
your plans for the future. (300-400 WORDS)

When I first saw CELTA course, I thought this would be a good opportunity to assess my knowledge in English and take
a further step: teaching how to teach others in English. I have to confess that I got no prior experience in teaching

students which is why I am fond to absorb others' experiences in this regard. I hope I'll be in full swing to learn

throughout your course, to get used to the elementary ways how to transmit my knowledge to others, explaining in length
with useful examples most basic words, teaching the grammar rules in an effective fashion, etc. I reckon serious
and

problems in our schools when it comes to English: most of teachers employ a not-very-successful attitude towards
learners.
Some of them emphasize the importance of grammar rules at the expense of both speaking, listening and
reading, while others do the contrary. Moreover, a grave flaw of our educational system is that teachers focus only to

these pupils who are skilled in English or already have a prior knowledge, while the rest of classroom gets neglected. Not

much importance is given, for instance, to advance current methodology relying in an ex cathedra attitude, that is the

teacher sits in chair lecturing, whereas the process of teaching is not accompanied, as it should be, with additional

requisites: projector screen, video clips and so forth. What is needed the most is to bridge the gap between teacher and

students, and thus obtain a more effective teaching process. In this regard, the experience in CELTA would be greatly

beneficial for me. If I attend the CELTA course, I am sure my knowledge on English will further improve and teaching

skills as well. I am positive that my experience at CELTA would be useful in my ensuing career either as a teacher of

English or any other job.

PLEASE RETAIN A COPY OF THIS FORM ONCE YOU HAVE FILLED IT IN. YOU WILL NEED IT DURING YOUR INTERVIEW.
(Version 13.05.2018)
PRIVACY The information you provide in this application
will be used to process your enrolment at Polyglot / Polyskills
Institute (hereinafter called “The Institute”). This
information will be treated as confidential and is available
for your review. However, it may be made available to
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been reserved for you. A place cannot be reserved until
the (nonrefundable) deposit has been paid.
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application has been unsuccessful on this occasion. If I
was contacted for an interview this will involve a 30
minute (timed) written test, a test on language awareness
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