CELTA Pre-Course Task

Section 1 A

Task 1

1. The classes will be done in groups of people from multiple language backgrounds. It will be
full time, and grouped in similar ability. I estimate the class sizes will be of around 12-15
students, and done during the day.
2. I intend to teach in a variety of contexts upon completing the course. The positions I am
applying for overseas have similar contexts however, in that it will consist of group lessons
of monolingual groups of people of around the same ability and age. I could potentially be
working in schools that take place during the day, or training schools that take place in the
evenings and weekends.

Task 2

I’d like to teach adults because their motivation is often a lot higher for learning a language. It could
be that they are wanting to improve for their career, for their family, as part of a desire to move
abroad, or they’re wanting to pursue higher education. Adult learners also have their own wealth of
knowledge due to life experience, which can also bring certain attitudes to learning. They could also
have had past learning experience which has impacted them in some way. I can also relate as
someone who’s gone through the struggle of learning a foreign language as an adult which would
help me to help them target areas of difficulty.

Task 3

1. I’d want to find out why they are learning English and if they have any specific goals or skills
that they need in the future. It would also be good to learn about their past learning
experiences and what activities they’re used to, their expectations of the course, and any
interests or hobbies to create engaging content.
2. This information could be found by filling out a short questionnaire, asking the students
directly and eliciting for answers, speaking to previous teachers or looking at past test
results, to name a few.

Task 4

I think the most difficult learners would be ones who are pressured into learning and don’t have as
much intrinsic motivation. Students also need to see a point in learning English, or have a clear idea
about why they want to learn, so that they can focus and work towards that.

Task 5

 Builds rapport
 Sensitive to the culture and backgrounds of the learners
 Patient
 Knows about language and learning
  Approachable

Section 2

Task 6

Difficult to understand, complicated, (sometimes) helpful

Task 7

1. Correct
2. I went to the movies last night
3. He often comes late
4. Correct
5. Can I have a black coffee, please?
6. People with 12 items or fewer can queue here.

Task 8

Teachers need to be knowledgeable in this area because students will have a lot of questions that
can really only be logically answered by grammar. Students will expect the teacher to know about
grammar and know how to explain it well. If the student makes a mistake, the teacher should be
able to correct the student and say why the student was incorrect in the first place.

Task 9

1. Subject pronoun
2. Indefinite article
3. Co-ordinating conjunction
4. Adverb (of degree)
5. Adjective
6. Modal auxiliary verb
7. Demonstrative determiner
8. Preposition
9. Verb
10. Noun

Task 10

1. He watches TV for at least two hours every evening. (lexical)

2. What are you looking for? (lexical)

3. They aren’t going to come. (auxiliary)

4. What does he want? (auxiliary)

5. They haven’t been here before. (auxiliary)

6. He was waiting on the corner. (lexical)

Task 11

1. I had a bad headache yesterday. (lexical)

 2. When do you get up each day? (auxiliary)

3. How long have you been learning English? (auxiliary)

4. I did it without thinking. (lexical)

5. We do some exercise every morning. (lexical)

6. Have you had them long? (auxiliary)

7. I was hoping for a quick answer. (lexical)

8. Are they still here? (auxiliary)

Task 12

1. C
2. E
3. B
4. A
5. D

Task 13

Verb form Example

Base form You have to try harder
3rd person simple present tense She lives not far from here
Past tense form I worked until 7 o’clock last night
Past participle form It was handed to me as I was leaving
-ing form They’ve been seeing a lot of each other lately.

Task 14

Regular Irregular
Help Hear
Arrive Do
Think
Take
Steal
Go
Drink

Task 15

1. I was hoping to see you. past progressive

2. They might have got home by now. present, modal, perfect

3. We have tried to help. present perfect

4. They were being questioned at length. past progressive passive

5. I saw it coming. past simple

6. This time next week you will be lying on a beach. present modal progressive
Task 16

1. I am having a really good time. progressive

2. We stopped doing that years ago. past simple

3. She lives somewhere near here. present simple

4. We had been for a drink before we met him. past perfect

5. These computers are made in China. present passive

6. You will have been here for 2 days by then. modal present perfect

7. It happened as I was driving home. past simple, past progressive

8. I have been feeling unwell for a while. present perfect progressive

Task 17

1. The sun was shining brightly in the sky. Past progressive – refers to the past

2. They’ll have finished work on the bridge by then. Future perfect simple - refers to the future

3. She’s been working in the garden all morning. Present perfect progressive - recent past up
until the present

4. Have you got a minute? I was wondering whether we could have a word. past progressive –
refers to the present

5. They own most of the land around here. Present simple – past, present, and probably future

Task 18

Auxiliary ‘be’ (am, is are). The –ing form is used for the lexical verb

Task 19

Dialogue One - Used here to express a planned action / event in the future

Dialogue Two - Used here to indicate an ongoing habit in the past present, and probably future

Dialogue Three - Used here to indicate a past action, but placing emphasis on it by putting it in the
present tense to make the narrative more dramatic

Task 20

All of these are stative verbs / verbs of state. Which means that they cannot be used in a continuous
form, only simple. Often the continuous form is used with more “dynamic” verbs.

Task 21

Dictionaries can be used to provide information on how to pronounce the word, example sentences
showing the word in context, synonyms and antonyms, whether it is used colloquially or formally,
and grammar information like the type of word it is.

Task 22
 1. He’s the tallest person in the family by more than 2 centimetres. - “High” is used with
buildings and mountains- but not with people and physical height.

2. I think I’ll go to bed now. I’m feeling a little tired. - Enervated has been used incorrectly as it
is very formal to be used in every day speech.

3. It is an extremely good essay. The ideas in it are original and clever. - Pretentious has a
negative connotation which contradicts the rest of the sentence’s positive tone

4. Her grandfather gave her a loving touch on the face. – “Slap” has a violent connotation and
is not normally something that is delivered lovingly.

5. Every day I like to go walking after work. It’s good exercise and it helps me to relax. –
“Footing” appears to have been mistranslated from another language- footing does exist as
an English word but it makes no sense here.

Task 23

1. Not only was he nice, but he was also strikingly handsome. (adverb + adjective)

2. After he got up, he made his bed and did some housework. (verb + noun, verb + noun)

3. It was absolutely fabulous! (adverb + adjective)

4. They both really depend on each other. (verb + preposition)

5. Their farewell at the airport was highly emotional. (adverb + adjective)

6. She was caught in a vicious circle. (adjective+noun)

Task 24

1. B
2. C
3. A

Task 25

1. B
2. C
3. A

Task 26

1. Dear
2. South
3. Language
4. Peaceful
5. Young
6. Call
7. Search
 8. Equation
9. Sugar

Task 27

1. Guarantee
2. Cavalry
3. Mechanisation
4. Language
5. Retreat
6. Speculative
7. Success
8. Balance
9. Identity
10. Articulate

Task 28

1. Photograph photography photographer photographic

The shifting stress in this word family with each change of word class can be very confusing
for non-native speakers
2. To record/a record to increase/an increase
3. To present/a present To import/an import

In two-syllable nouns the main stress is on the first syllable. In two-syllable verbs the main stress
is on the second syllable.

Task 29

Mother

Forget

Announce

Tonight

Notable

Mention

Patrol

Indicative

Section 3

Task 30

Some of the texts I’ve read today are text messages, this task, food packets, and newspaper articles.
I’ve skimmed briefly, scanned for information, and some I’ve had to read over and over again for
deeper understanding.
Task 31

1. Reading to infer
2. Scan reading
3. Intensive/detailed reading
4. Skim/gist reading

Task 32

This way of reading can slow the learner down by quite a lot as it is very inefficient. It can break the
flow of reading and make comprehension more difficult.

Task 33

- The speed can’t be adjusted to the level of the learner

- The learner is unable to go back and double check information
- The pronunciation of certain words could make it difficult for learners to associate it with a
word that they have only read in the past
- There’s no visual aid to help the learner fully understand

Task 34

I listened to take someone’s coffee order, and in this situation I listened to glean specific
information, so that I could give them the correct coffee that they asked for. I listened to music, just
for fun, and I didn’t really get any meaning out of it. I also was listening to my flatmate in a
conversation this morning to listen to her stories/opinion, listening to understand, so that I could
reply and contribute to the conversation

Task 35

1. Intensive listening, listening to infer meaning

2. Skim/gist listening
3. Scan listening, intensive listening
4. Intensive listening
5. Listening to infer meaning, Intensive listening
6. Skim/gist listening

Task 36

Studying just grammar and vocabulary means that learners will have good passive knowledge but
below-average active knowledge. If learners don’t get the opportunity to practice what they learn,
they won’t be able to develop those active skills like speaking and within that, pronunciation.

Task 37

1. No- the learner uses correct grammar, but the lack of vocabulary makes it hard for the
listener to ascertain what he wants.
2. Yes- the message is clear although grammatically the sentence is incorrect.
3. Yes- the message is clear although grammatically the sentence is incorrect.
4. No- This sentence is ambiguous and unclear for the listener.
Task 38

1. Transactional
2. Transactional
3. Interactional
4. Interactional
5. Transactional
6. Interactional

Task 39

- It’s practicing speaking skills

- Gives opportunities to practice learned language (including pronunciation) spontaneously
- Learners can practice communicative strategies like paraphrasing, asking for clarification, etc
and makes them more competent in conversation

Task 40

1. S
2. W
3. S
4. S
5. W
6. S
7. S
8. W
9. W
10. W
11. S

Task 41

1. There are many words in English that sound the same when spoken but are written
differently
2. Could indicate general problems with literacy, or highlight the differences in the first
language of the learner to show that those vowels don’t exist in that language
3. The punctuation is incorrect- this could be because “however” is normally followed with a
comma in written text, but this is only the case when it’s being used to introduce a
contrasting idea
4. There’s absolutely no punctuation, which could be a result of interference from the first
language’s written style.

Task 42

1.

- Formation of Roman script seems to be quite difficult

- Writing from left to right
- Writing on the line
- Consistent letter size
- Upper/lower case distinction
 - Punctuation
- Paragraphing
- Sequencing

2. Writing fluency activities with controlled production, writing a daily journal, analyzing written
texts and reproducing them.

Section 4

Task 43

A. Personal aim
B. Interaction pattern
C. Lesson aims/learning outcome
D. Procedure
E. Anticipated problems and solutions
F. Stage aim

Task 44

1. F
2. G
3. B
4. E
5. I
6. H
7. D
8. C
9. A

Task 45

1. “Jot down” is a relatively colloquial phrasal verb and unless the students have been explicitly
told what that means, it could cause some confusion. The more effective instruction is as
simple as “write this.”
2. There’s a lot of complicated language in that instruction, and sounds very long-winded. The
teacher should simplify the language to “Read and answer question 4.”
3. Too many instructions are given at once. They should be given one by one and with enough
time for learners to complete each stage.
a. Teacher instructs “Read the text on Page 4 and answer questions 1, 2, and 3”
b. Learners read and answer the questions.
c. Teacher instructs “Compare your answers with the person next to you”.
d. Learners compare answers.
e. Teacher instructs "Write a short summary of the story, discuss it with your partner.”
f. Learners write and discuss.
4. The instruction is ambiguous- it’s unclear whether learners should think or answer.
Task 46

1. Sometimes the teacher is not always the one standing at the front of the class. You may find
that your classmates are better at explaining or teaching something to you – this is why we
do pair work.
2. That would be helpful, but in the long term it would make things more difficult for you.
What will happen when you’re in a situation where nobody can translate these things for
you? Sometimes there are also some words and phrases that do not have a direct
translation.
3. Actually, I think it will help you to be a better student if you work with people you don’t
necessarily like as it will teach you to be more adaptable.
4. I can see that just talking in class is a great way for you to improve, however you aren’t the
only person in this class and maybe there are students that benefit greatly from using books.
Everyone learns differently and we are accommodating for this.

Task 47

The classroom will have desks in a circle around the room and the assistants will be standing
behind the desks on the outer circle. The learners finding out about courses will stand in the
inner circle.

Some resources could be images printed out onto a sheet, including tables or diagrams with the
necessary information. The learners asking about the courses could have roleplay cards to help
them remember their character and what information they need.

Learners might find the layout of the classroom confusing, or be reluctant to move around. Their
role play cards could be too broad and they might not have enough information to successfully
carry out a roleplay- so they need to be given time. Some students may take longer than others

Task 48

Different meanings

1. First it would be good to describe the connotations to each word- slim is generally used in a
more positive way than thin. Picture cards could be used and students have to categorize
them into slim and thin, then decide whether they view it positively or negatively.
2. An easy, practical version of Simon Says could be used to show the difference between
winking and blinking, and students could take turns calling out what they have to do.
3. Go through a series of questions in pairs about things they used to do - i.e. what were some
of the things you used to do as a child? – to elicit and get them thinking about that particular
time.
4. Get the students to mime nervousness and the feeling of being upset. Students can discuss
the difference between the two.
5. A diagram of a timeline with clear markings that show which phrase refers to a certain point
on the timeline.
6. Breaking up the contraction using blocks and highlighting the difference in pronunciation.
7. Show both words in context and get learners to discuss the difference in meaning between
the two. The teacher could demonstrate the different phonemes used in each one and show
similar minimal pairs.
8. Show learners the shape of the mouth and lips with each word.
9. Show both words in context. Explain where stress falls on each one, and emphasize it in
speech.
10. Show the difference in the shape of the mouth between the two words due to the different
phonemes.

Task 49

1. Reading

Reasons for failure:

-The teacher didn’t try to get the students excited about the topic beforehand

- Reading aloud focuses on pronunciation and individual words rather than the content/meaning
of the text

- The learners might not have all the knowledge necessary to understand the text successfully

To improve:

- Encourage discussion before starting the lesson to engage the class

- Teach essential vocabulary before the learners read the text

- Provide follow up comprehension questions

2. Speaking

Reasons for failure:

- Only two students had a real opportunity to speak.

- On-the-spot ideas are hard to come up with

To improve:

- Give students time to think about a response

- Use Think-Pair-Share

Task 50

 Confidentiality – This is important from an ethical perspective as trust is crucial to the

student-teacher relationship. Students have to be able to trust that their work and
ability is kept to a professional level by the teacher and would not be discussed without
their permission. Of course, should there be matters of an inappropriate manner
involving other students, this needs to be discussed with other teachers to maintain a
level of professionalism and care to others.

 Course planning / review – The course needs to be planned well and reviewed to ensure
that students are getting what they need out of the course and that their needs are
being met on a continuing basis since they are paying for the course and have a level of
outcome and expectation that they wish to gain.
 Curriculum development – Same as above. The needs of the learners need to be
understood and taken into account at all stages. This should be a collaborative approach
that has the best interests of the learners at the centre. Learning outcomes should be
set, with input from all parties. A process of input assessment should be included in the
framework to ensure that learning outcomes are being met. Finally, a system
of accountability should be set in place to ensure standards are met.

 Relationship with students – keeping a professional relationship with students is highly

important as trust is key to making sure that students feel they are in a safe
environment and won’t be mocked or made fun of in class.

 Setting standards – standards (normally set by the school) are important for the
reputation of all parties involved. Having high standards also means that the reputation
of the course is maintained. To adhere to a set standard means that students know how
they measure up against their peers and gives them a realistic expectation of their
development.

 Record keeping – Record keeping is important to keep track of the student’s progress
and to catch problems as they arise. If anyone has to cover your class this is also very
useful. It’s also important for course planning and review purposes.

 Pastoral care – Caring about your students and what might be going on in their personal
lives will affect their study and therefore their learning outcomes. By being patient and
understanding of any external factors in their lives, you can assist them where you can
with their learning needs, and if necessary, refer them to professional help.

 Cultural awareness – being aware of differences in cultural background means that

course planning and curriculum development can be streamlined to different students.
Understanding how culture plays a part in the learning needs of students means that
inappropriate comments, texts, and social aspects can be avoided to create a safe
learning environment for all.

 Punctuality – It is important to be punctual to class. Students expect their teachers to be

on time as they are paying for the course and taking time out of their lives to undertake
it so it needs to be respected. A teacher should be reliable and consistent in turning up
a few minutes early to prepare the classroom and greet the arriving students

 Assessment – Assessments should be fair and based on the merit of the work. Any
problems that might arise should be dealt with on a personal level without any singling
out in class to make a student feel inadequate or stupid. Help can be given out when
necessary but only when the student is struggling and is being left behind.
Professionally, teachers should know how to administer assessments which are fair,
varied and interesting and which have clear testing objectives and criteria for the
students.

 Team work – the teacher / student relationship is that of a team, their success is your
success as a teacher and so working as a team to reach their goals and expectations is a
joint venture. Often many teachers also work together in one school, so teachers should
also create a good working relationship through teamwork and respect.
 Self-development – keeping on top of one’s self development is important as there is
always more that one can learn in order to be the best that they can be.

 School / college policies and rules (including equal opportunities and health and safety)
– these are important as they pertain to the workplace and may involve forms of
legislation and duties of care, and safeguards the students and teachers. This might
mean dressing appropriately and acting in a manner which also takes into account the
reputation of the school or college.

 Membership of / contribution to professional bodies – This is important as it means that

you agree with a set of professional ethics and code of conduct that other professionals
in your field also strive to uphold. It is also a good means to learn more about
professional development opportunities and network with other teachers to gain more
experience and knowledge.

 ESOL and teacher training research and development worldwide – As above but with
emphasis on learning more about the field in which you work and how there are always
new and better ways in which the outcomes and goals of your students can be reached.