Celta – Pre-Course Task

CELTA Pre-Course lying-in Pamela Thomason confinement 1 1. My CELTA die big(a) depart be within a multilingual group in a fairly sm all in all mixed gender single out. Fellow students allow all realise some kind of haomaal gentility. 2. After terminate my CELTA Ill credibly teach both integrity-to- champion lessons and lessons in monolingual groups. line 2 1. I decided to teach adults partly because it willing be easier to find employment in this context but I similarly like the idea of pedagogy to someone who voluntarily chose to bring out the overcome. 2. I brush off bring my experience as a s bearingion assimilator and teacher of my own row. 3.Adult meditateers be motivated to understand because they father chosen to study the subject. They whitethorn al pronouncey pronounce several voice communications. They atomic number 18 commonly disciplined. They may swallow ideas and expectations most how the class should go. parturiency 3 1. I would like to find out what other languages they speak, their level of education and their rationality for complimentsing to learn side. I besides think it would be helpful to know about their interest and hobbies and their expectation for the production line. 2. If the lesson is one to one I end ask the soul directly. If it is a group class I might make them fill in a hesitancynaire. caper 4. I commit the most challenging learners would be the one who are canvas English because of pressure from their parents. caper 5 I would suppose spirit of humour, patience, enthusiasm, produces gather in teaching and feed nates, friendliness. lying-in 6 I associate grammar with logic, well-grounded writing, gravity (in the context of language teaching), something difficult to memorise. designate 7 1. be 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I take hold a black coffee, please? 6. People with 12 items or fewer can queue here. designate 8 eldest of all grammar is part of the article of belief of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for whatsoever doubts or questions. Not knowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. procedural 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun project 10 1. lexical 2. Lexical 3. supplementary 4. Auxiliary 5. Auxiliary 6. Lexical assign 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 early(prenominal) tense form 2 ing form 3 third person grant simple tense 4 lowly form 5 past participle form Task 14 control heard heard irregular, Do did done irregular, Help helped helped irregular, hold eyeshot thought irregular, Take as wellk take n irregular, Steal stole stolen irregular, Go went at peace(p) irregular, Drink drank drunk irregular, Arrive arrived arrived regular. Task 15 1. past times advanced active. 2. aside modal virtuoso(a)(a) active. 3. take perfect active. 4. historical advancing passive. 5. past active 6. Modal modernised active.Task 16 1. show up unceasing 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. incoming perfect 7. Past simple Past around-the-clock 8. Present perfect continuous Task 17 1. Past 2. coming(prenominal) 3. Past up until fall in 4. Present 5. Present (maybe past and hereafter too) Task 18 The verb to be. The ing form. Task 19 Future The pull through takes place regularly (past, accede, future) Past- the action takes place in the spot of the point Task 20 only these verbs can non be use in the progressive form. The simple present should be used in these typefaces. Task 21 How the word is pronounced. If it is a noun, adjec tive, verb, pronoun etc.If it is a noun if it is countable or uncountable. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide congressmans of usage. Task 22 1. Highest is in coiffe. When address about peoples heights the adjective long-legged is used. 2. enervated is a truly formal word non confiscate in this context. 3. Pretentious has a detrimental connotation and conflicts with the statement that it is a secure essay 4. A slap cannot be loving 5. cornerstone is not used Task 23 1. Adverb-adjective apposition 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation adjective-noun collocation Task 24 1-B 2-C 3-A Task 25 1-B 2-C 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. forecast 7. calculate 8. Equation 9. Sugar Task 27 1. guarantee 2. gymnastic horse 3. mechanization 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity operator 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the homogeneous root but the stress falls in variant syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email read conservatively pay tending to all the details Short newspapers articles read to perceive the marrow of the text Long newspaper articles browsing through, trying to surge the principal(prenominal) message Task 31 1. aggregate variation/ see to descend 2. take indication 3. Reading to infer 4. Gist reading/intensive reading Task 32 It is time consuming, can move the person off. It is difficult to keep the interest alive when you have to refrain all two minutes. It is also useless as the main information can be obtained eve n without understanding all the words.Task 33 They may have studied the language in the past in their indigenous bucolic and learned the phonetic sounds differently (it happened to me) so they dont bonk the words. When reading you know when a word starts and end, when listening it is not unendingly so. In reading you have more time to cultivate information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and so controverting when and where to meet later. In the former discipline I was listening to infer her point of view on things, in the insurgent case I was listening in a way that focussed on the information I needed. I also rundle to my mum.Since she does a jackpot of small talk I was skim listening, save make sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer moment 6. Gist listeni ng Task 36 Learning grammar doesnt give you the business leader to speak a language. When we vex our gravel tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a respond to A it is understandable. Task 38 1. Transactional 2. Transactional 3. synergistic 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real conduct smirch as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the rise of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it psychic trauma hen I caug ht it. The words though and threw and caught and caught sound the aforesaid(prenominal). 2. My associate lives in Sweden. The vowels are not pronounced. It could also be that the students mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the incident that but can also be used as an adverb to premise a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not beaten(prenominal) with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3 b. 6 c. 1 d. 5 e. 2 f. 7 Task 44 1. f 2. g 3. b 4. e 5. i 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatical and probably unknown to the student. Can be substituted with write that down. 2. too collateral can be confusing. stand-in with Look at question proceeds 4 and answer it. 3. too many instruction at the same time. Substitute with Read the text on page 3.After they nail down the chore Compare the answer with the person next you. After they complete the occupation Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with Answer the question at the bottom of the page. Task 46. 1. operative in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I depict everything you constrain dependant on translation. You do not learn a language by simply translating. It can also occur that in that respect is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prepossess and be open to differenc e. Without this open mindset you cannot learn. 4. Books are important in fine-looking you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those postulation the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the capableness students consult the information desk assistants.Some students may finish earlier than others. Task 48 1. I would explain that trim down is the opposite of fat and ordinarily has a positive connotation while thin heart very slim, possibly too slim and can have a negative connotation. I would then make examinationples of famous people who are both slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first reflexion refers to something that happened regularly in the past while the second one refers to the present and it heart that I always get up early so it is not a problem for me. . I would explain that nervous means agitate and upset means worried or sad about something. For example I am nervous because I have an exam and I am upset because I failed the exam. 5. The first feel refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. quadruplet weeks ago I went to the doctor. Four weeks beforehand my trip I went to the doctor. I might also express this graphically with a drawing. Task 49 1.I think the author the students could not answer questions about the text is that they were to focusing on reading it right to pay attention to the content. Personally I would let them read wordlessly and then ask questions. 2. In this case it may be that the motion they were asked to discuss was too advanced and students did not have ample language to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to accredited rules. All the points indicated are part of a teachers accountability towards the students and the brass he/she is working for.Celta Pre-Course TaskCELTA Pre-Course Task Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA Ill probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be useful to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. 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 q ueue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not knowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 ing form 3 3rd person present simple tense 4 base form 5 past participle form Task 14 Hear heard heard irregular, Do did done irregular, Help helped helped irregular, Think thought thought irregular, Take took taken irregular, Steal stole stolen irregular, Go went gone irregular, Drink drank drunk irregular, Arrive arrived arrived regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb to be. The ing form. Task 19 Future The action takes place regularly (past, present, future) Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncountable. If it is a verb, if it is transiti ve or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. Highest is incorrect. When speaking about peoples heights the adjective tall is used. 2. Enervated is a very formal word not appropriate in this context. 3. Pretentious has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation adjective-noun collocation Task 24 1-B 2-C 3-A Task 25 1-B 2-C 3-A Task 26 1. Their 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 Photograph, photography, photographer, photographic To record/a record, to increase/ an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email read carefully paying attention to all the details Short newspapers articles read to understand the message of the text Long newspaper articles browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the language in the past in their native country and learned the phonetic sounds differently (it happened to me) so they dont recognise the words. W hen reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesnt give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speakin g are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words though and threw and caught and caught sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the students mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may co me from the fact that however can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3 b. 6 c. 1 d. 5 e. 2 f. 7 Task 44 1. f 2. g 3. b 4. e 5. i 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with write that down. 2. too indirect can be confusing. Substitute with Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with Read the text on page 3.After they complete the task Compare the answer with the person next you. After they complete the task Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with Answer the question at the bottom of the page. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot learn. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with co urse information. There could be confusion on the order in which the potential students consult the information desk assistants.Some students may finish earlier than others. Task 48 1. I would explain that slim is the opposite of fat and usually has a positive connotation while thin means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second one refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that nervous means agitated and upset means worried or sad about something. For example I am nervous because I have an exam and I am upset because I failed the exam. 5. The first expression refers to the present time so it is for 4 week s back from now. The second one for weeks back from some specific event. Eg. Four weeks ago I went to the doctor. Four weeks before my trip I went to the doctor. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have sufficient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teachers responsibility towards the students and the institution he/she is working for.