TEACHER TRAINING COURSES AT ILC FRANCE IH PARIS Leading to the Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA).

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1 ILC France International House Paris A MEMBER OF THE INTERNATIONAL HOUSE WORLDWIDE ORGANISATION 13, Passage Dauphine Paris Tél : Fax : info@ilcfrance.com - info@ihparis.com Site : : TEACHER TRAINING COURSES AT ILC FRANCE IH PARIS Leading to the Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA). INTRODUCTION ILC France IH Paris runs an intensive four consecutive week teacher training course (140 hours) leading to the Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA). The course is only suitable for speakers of English with a highly competent level of written and spoken language. Candidates would normally be either people who want to start teaching English and have no previous experience or people who already teach but have no formal training or qualifications. The course covers the general principles of teaching adult classes, at all levels from beginners to post-intermediate: most students throughout the world fall into this category. The teaching methods and techniques covered by the course are those used in recognised English language schools all over the world. Successful completion of the course signifies that the trainee is ready to embark on a professional career in ELT - although further guided experience and in-service training will be necessary. The trainee can begin to teach effectively and has a firm basis on which to develop as a successful teacher of English. NUMBER OF PARTICIPANTS ILC France IH Paris runs courses for up to twelve participants, divided into two groups for Teaching Practice. COURSE DATES January to 30 January 02 March to 27 March 30 March to 24 April 1st to 26 June 06 July to 31 July 03 August to 28 August 07 September to 02 October 05 October to 30 October 02 November to 27 November COURSE SCHEDULE Monday to Friday from 9.15 to approximately Input (Lesson observation could be from 09.00) Teaching practice Feedback and Assisted Lesson Planning

2 COURSE CONTENT The course is essentially practical: every theory and teaching technique introduced in the lectures and seminars is, wherever possible, demonstrated and practised in real teaching situations with foreign students of English. Topics and teaching areas covered include: The general principles of teaching and learning a foreign language The English language, structure, grammar, vocabulary, pronunciation, styles. Training and developing the skills of listening, speaking, reading, and writing. Learner motivation, class management; the group / individuals Lesson planning, course, planning, timetables and syllabuses, testing and grading. Classroom techniques: presentation, practice, checking, error analysis and correction. Classroom materials: text books, supplementary materials, audio visual materials. Classroom aids and equipment: board, audio equipment, visual aids, OHP, film, video. WRITTEN ASSIGNMENTS There are four written assignments to be done during the course, focusing on the following areas: Language analysis Adult learners of English Skills development Professional development. COURSE FORMAT Much of the course involves group work and preparation with other trainees. It is important that trainees are willing to exchange information and ideas with each other and as part of the group during plenary sessions. All teaching practice is a group activity and it is essential that trainees are able to give and receive constructive criticism with their peers during teaching practice feedback sessions. COURSE ATTENDANCE Trainees must attend 100% of the course and meet the required number of teaching practice hours in order to be certified by Cambridge. ASSESSOR An external Cambridge assessor ensures the course complies with Cambridge regulations and is present for one or two days during the third or fourth week of the course. CERTIFICATION Grades are awarded at the end of the course, with Pass indicating the basic standard. Trainees who perform significantly better may be awarded Pass B or Pass A. Candidates who achieve the required standard will receive the University of Cambridge ESOL Examinations Certificate. Those who do not meet this standard are provided with a certificate of attendance. Each trainee will receive a report issued by ILC France-IH Paris, comprising a written assessment of progress and ability.

3 ENROLMENT PROCEDURE Participants are encouraged to apply for each course well in advance of the starting date and should: 1) Return the application form and pre-interview task, pages 1 to 7 (keep a copy for yourself as you will need to refer to it at the interview stage) by post, fax or to: ILC France IH Paris Teacher Training Department 13 passage Dauphine PARIS - FRANCE info@ilcfrance.com 2) After receiving your completed application form, ILC France-IH Paris will contact you to arrange an interview. 3) If your application is successful, pay the deposit or the full course fee to reserve your place. Please note: there are bank charges on international bank transfers. COURSE FEE The total cost of the course is per participant (including the Cambridge Fee) payable in 3 steps: (fee applicable from 1 st August 2014 to 31 July 2015 and from 1 st August 2015 until 31 st July 2016). 1) There is a cost of 100 for the interview to be paid on the day of the interview. 2) a deposit of 850 within 5 days of receiving the acceptance letter 3) the balance 850 on the first day of the course. A place on the course can only be confirmed once the deposit has been received by ILC France -IH Paris Should a candidate require external funding from the Pôle Emploi or Fongecif etc. and has been accepted on a course, ILC France will provide an estimate with the course description in French to the appropriate funding agency or institution. There is a supplementary charge of 280 frais de dossier for all candidates accepted on the course with an external funding scheme. BANK DETAILS Bank: BNP Boulevard Saint Germain PARIS Code Bank Code Guichet N Compte Clé RIB International Bank Account (IBAN): FR Bank Identification Code (BIC): BNPAFRPPPRG REFUND PROCEDURE In the event of a course being cancelled by ILC France - IH Paris due to lack of participants, the deposit or course fee (if paid in full) is refundable. In the event of a participant cancelling his/her place on the course with between 8 weeks and 4 weeks (40 and 20 working days) notice, the deposit, or course fee (if paid in full) minus 15% is refundable In the event of a participant cancelling his/her place on the course with between 4 and 2 weeks (15 and 10 working days) notice, the deposit, or course fee (if paid in full) minus 30% is refundable In the event of a participant cancelling his/her place on the course with less than 2 weeks (10 working days) notice, the deposit, or course fee (if paid in full) is not refundable. Please note that ILC France- IH Paris is located in a pedestrian passage on the third floor of an old building with a circular staircase and no lift.

4 Official Use Interview yes no Comments Interviewer Date of Interview PHOTOGRAPH ESSENTIAL CAMBRIDGE CELTA COURSE APPLICATION FORM Course dates required: 1 st choice Course dates required: 2 nd choice Surname First Names Date and place of Birth: Nationality: Current Address Telephone Number address Permanent Address (if different) Telephone Number Fax number Languages Spoken (please indicate degree of fluency): Educational qualifications & Institutions PAGE 1 [Return to ILC]

5 Employment History Employer Dates Position held Interests Please describe some of your views on ELT Is there any other relevant information you wish to give? Do you have any health issues which may affect your performance on the course? Are there any other factors which may affect your performance on the course? e.g. looking after an elderly relative, other family commitments How did you hear about the course at ILC France IH Paris? PAGE 2 [Return to ILC]

6 PRE-INTERVIEW TASK The object of this task is to help you start thinking about language from a learner's point of view, and to begin to consider approaches to the classroom. The task below will form the basis of the interview and you are asked to write your answers following the examples provided. Some of the questions in the task will be discussed with you in more depth at the interview. PART 1 - LANGUAGE Section A Grammar In the following sentences: PLEASE WRITE YOUR ANSWER IN THE SPACES PROVIDED 1. Correct the error if you think there is one 2. Name the tense of the verb if you can 3. Comment briefly on the meaning of the tense Example: I read a book at the moment 1. I'm reading a book at the moment 2. Present Continuous / Progressive 3. Used here to express the idea of an action taking place at the moment of speaking. 1. She is getting up at six o'clock every day I've been to Italy two years ago A. Can you come for a drink tonight? B: Sorry, I ll go to see 'Hamlet' at the National Theatre PAGE 3 [Return to ILC]

7 4. When I got to the station, I realised I left the tickets at home How would you explain the difference in meaning to a foreigner between these two examples? a) He's been to Bermuda. b) He's gone to Bermuda. SECTION B: Vocabulary Foreign learners often confuse words. Explain the difference between the following words. Example : He robbed the bank. He stole the money. Steal means taking something from someone without permission. If you steal an object you do not intend to return it. 'Rob' means stealing from someone or somewhere. If you rob a bank, you steal money from that place. If you rob a person, you steal something from that person. Stealing and robbing are illegal activities. 1. Borrow vs lend 1. Thin vs skinny 3. Win vs beat PAGE 4 [Return to ILC]

8 Section C: Use of language (Part I) Read this text. Make any corrections you feel are necessary. Many english speaking people is intresting in doing a course like that and say afterwards that if they had had to do the course again then they would of approached it different. The first thing they all say that it is important to have not too many other thing s going on in your life at the same time, it is impossible to do a fulltime job and to follow the intensive CELTA course. Many persons say after the interview they would of studied there grammer more before if they would ever of known. What the course tries promote is the principal of a more comunicative way. What is that means we try helping the student s to learn about the language by making them to use it comunicatively in situations were there are some kind of similarity to real life and learn about pronounciation to. A main comment is that there definately is quiet alot of work to do out side of the course timetable, and most people agreed on however was that the course gave them many experiences. Section C: Use of language (Part II) Describe your views on what constitutes good teaching practice. Give examples from your own experience as a learner and/or teacher. (500 words. Continue on a separate sheet) PAGE 5 [Return to ILC]

9 SECTION D: language in context Look at the exchange below and the labels on the right. A: Would you like to come to the cinema tonight? INVITING B: Yes, I d love to. ACCEPTING AN INVITATION We call these labels (i.e. 'Inviting', 'accepting an invitation') FUNCTIONS. It is simply a way of categorising the speaker's intention. Look at the short dialogue below and label the function of each utterance. Put your answers in the spaces on the right. A. Hey, Bob! ATTRACTING ATTENTION B. Yeah? A. Give me a hand with the suitcase, will you? B. Sorry, but Jenny's waiting for me. A. OK. Never mind. The dialogue is clearly a very informal one between two speakers who know each other. Write a similar dialogue in the space below on the same topic - using the same functions - between two people who don't know each other. A. ATTRACTING ATTENTION B. A. B. A. PART 2 - PRONUNCIATION Underline the stressed syllable on the words below. Example : hospital understand 1. allow 2. prediction 3. controversial 4. prefer 5. preference 6. photograph 7. photographic 8. photographer 9. record (noun) 10. record (verb) PAGE 6 [Return to ILC]

10 PART 3 - APPROACHES TO TEACHING AND LEARNING Answer briefly please. 1. Think of two different learning experiences in your life, one of which was successful and one which was not. List the three main factors in each case, which made the experience successful or unsuccessful. 2. How would you try to get across the meaning of the phrase 'Would you like...? (as in 'Would you like a coffee?') to a group of beginners? Describe the different steps you would use to help your learners understand and practise this expression and the appropriate replies. Please remember that you may be asked to deal with the points discussed in this task at greater depth in the interview. We hope that having done this task you have a clearer idea of the three key factors involved in being an effective language teacher: the successful management of people a clear understanding of the language you are teaching the ability to put this understanding to practical use in the classroom. PAGE 7 [Return to ILC]