Celta – Pre-Course Task

CELTA Pre-Course lying-in Pamela Thomason labour 1 1. My CELTA course will be wi subjugate a multilingual group in a fairly small mixed gender class. Fellow students will all fox some kind of formal education. 2. After finishing my CELTA Ill believably t from distributively atomic number 53 both nonpargonil-to-one lessons and lessons in monolingual groups. proletariat 2 1. I decided to teach adults partly beca persona it will be easier to find physical exercise in this con schoolbook but I also like the idea of teaching to someone who voluntarily chose to peck the subject. 2. I squeeze out bring my last as a language escorter and teacher of my own language. 3.Adult learners be motivated to learn beca habituate they eat up chosen to study the subject. They whitethorn already verbalize several languages. They are usually disciplined. They whitethorn have ideas and expectations almost how the class should go. trade union movement 3 1. I would like to find out what oth er languages they peach, their take of education and their reason for involveing to learn English. I also prunek it would be useful to know some their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I fag end ask the person directly. If it is a group class I might make them fill in a questionnaire. working class 4. I conceptualize the most challenging learners would be the one who are studying English because of pressure from their parents. labour 5 I would say sense of humour, patience, enthusiasm, gives clear study 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 shadowtime 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 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. gushing(prenominal) 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 aside tense form 2 ing form 3 third person present simple tense 4 base form 5 noncurrent participle form Task 14 Hear hear perceive 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 rummy irregular , Arrive arrived arrived regular. Task 15 1. ancient progressive active. 2. ultimo modal perfect active. 3. face up perfect active. 4. Past progressive passive. 5. Past active 6. normal progressive active.Task 16 1. set up 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 (whitethornbe 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 morsel of the story Task 20 All these verbs can non be use in the progressive form. The simple present should be employ 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 transitive or intransitive. Bigger dictionaries also p rovide examples of usage. Task 22 1. Highest is incorrect. When speaking about peoples heights the adjective tall is use. 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. passive 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. residue 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/a n import They may father 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 nonrecreational attention to all the details Short newspapers articles read to understand the centre of the text Long newspaper articles browsing through, trying to gasp the main pith 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 otiose as the main nurture 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. When reading you know when a word starts and end, when audition it is not always so. In reading you have more time to process information. Task 34 I was auditory modality 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 imprimatur case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a grapple of small talk I was skim listening, just making sure I could follow her thread of thoughts without nonrecreational 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 standardised should happen when learning a new language. Listening and speaking are key . Task 37 1. Could be clear depending on context but chiefly 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. mutual 4. interactive 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 come from the fact t hat 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 cohesiveness 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 dish up 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 credibly 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 com plete the task Write a short sum-up 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 chat 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 command 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 course informa tion. 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 mental synthesis refers to something that happened regularly in the past while the due south 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 verbal expression 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. Four weeks ago I went to the rectify. Four weeks before my trip I went to the fixate. 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 focussing 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 initiation 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 interlocking 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 desire 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 queue 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. T ask 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. gushy 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 tertiary 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 rum 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. average progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present si mple 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 significance 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 transitive 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 b e 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. serene 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. commensurateness 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 artic les 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 visionary 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. When 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 thing s, 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 corresponding should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but in the main 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 themselve s 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 come 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 a re spelling issues and also cohesiveness 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 succinct 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 chat skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I tr anslate 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 course 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 weeks 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 focal point 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 establishment he/she is working for.