Section 1 Learners and Teachers, and the Teaching and Learning Context.

Task 1

1. The CELTA course will be normally conducted in a multilingual, full-time, mixed gender classes context.

2. Concerning Greece, the context generally involves monolingual, mixed gender, evening classes. It is equally likely
that one-to-one lessons as well as lessons in groups are included.

Task 2

1. A decision to teach adults originates with features carried by such learners, namely:

• motivation- specific goals and expectations

• literacy and skills

2. Personal qualities estimated to contribute to this learning situation:

• strong motivation and enthusiasm on exploring English language and its culture

• empathy, communication skills

• friendly attitude

• respect to individuality

• honesty

• patience.

3. Adult learners’ characteristics:

• motivation, goals, expectations

• experiences , attitudes, ideas

• literacy skills

• self-discipline
Task 3

1. Information about:

• language knowledge level, learning experience

• motivation, goals, expectations

• hobbies, interests

• preferences on classroom activities

2. By utilising a number of classroom activities:

• “Five-pointed star”, “Teacher and Learners interview”- about personality traits/motivation

• “Topic ranking”, questionnaire/survey , “activity smorgasbord”- concerning likes and dislikes

- adapted from Scott Thornburry’s blog.

Task 4

Learners who have been led to this decision by parents or employers could present low levels of motivation.
Consequently they may lack enthusiasm or determination.

Task 5
Potentially top five qualities:

• calm, patient

• sensitive, empathetic, friendly

• authoritative but not distant

• knows about language and learning

• gives clear information and feedback

Section 2 Language Analysis and Awareness.

Task 6

The ability to express ourselves effectively, guided by certain rules and principles.

Task 7

1. correct

2. incorrect- I went to the movies last night.

3. incorrect-He often comes late.

4. correct

5. incorrect-Can I have a black coffee, please?

6. incorrect-People with 12 items or fewer can queue here.

Task 8

Main reasons why ELT need to know about grammar :

• to provide learners with clear information, knowledge, explanation and exemplification

• to be enabled to a focused, calm and empathetic presence in the classroom

• it is a major requirement as to fulfill their role.

Task 9

1. personal pronoun used as a subject 6. modal auxiliary verb.

2. determiner, indefinite article. 7. demonstrative determiner.

3. coordinating conjunction. 8. preposition.

4. adverb of degree 9. verb.

5. adjective 10. noun

Task 10

1. lexical 4. auxiliary

2. lexical 5. auxiliary

3. auxiliary 6. lexical

Task 11

1. lexical 5. lexical

2. auxiliary 6. lexical

3. auxiliary 7. auxiliary

4. lexical 8. lexical

Task 12
1 – c, 2 – e, 3 – b, 4 – a, 5 – d.

Task 13

1 – verb form, 2 - -ing form, 3 – 3rd person present simple tense, 4 – base form, 5 – past participle form.

Task 14

hear , think, go, do, take, drink, steal : irregular verbs.

arrive, help: regular verbs.

Task 15

1. past, progressive 4. past, progressive, passive

2. modal, perfect 5. past

3. present, perfect 6. modal, progressive.

Task 16

1. present progressive 5. present simple, passive

2. past simple 6. future perfect simple

3. present simple 7. past simple – past progressive

4. past perfect simple 8. present perfect progressive

Task 17

1. past 2. future 3. past connected with present 4.present 5.past-present-future.

Task 18

Auxiliary verb “ to be”. Lexical verb in -ing form.

Task 19

“I’m meeting” – an arranged appointment in near future.

“He’s always running” – expressing annoyance for a habit of past, present and maybe future.

“I’m walking”- narrating a past event, making it more dramatic.

Task 20

1. Verbs of state are not normally used in progressive forms.

2. Verbs expressing likes and dislikes are equally unlikely to be found in progressive forms.

3. Likewise, for verbs expressing mental states.

4. Non-progressive verb.

Task 21

• part of speech

• grammatical category (voice, number etc)

• pronunciation (using the phonemic script)

• register and field

• connotation

• structure, syntax

• example sentences in context

• idiomatic phrases and collocations.

Task 22

1.”high” used for unanimated things – “tall” used for persons

2.”enervated” is a formal word, rather unlikely to occur in a casual conversation;”tired” seems more appropriate

3.”pretentious” presents a negative connotation which is conceivably incompatible with the context

4.”slap” is an incorrect word since it is definitely not an expression of loving feelings

5.”footing” could be an incorrect conclusion or interpretation concerning the phrase “go to work on foot”.

Task 23

Verb-noun collocations: make bed, do housework

Verb-preposition collocations: get up, depend on

Adjective-noun collocation: vicious circle

Adverb-adjective collocations: strikingly handsome, highly emotional, absolutely fabulous.

Task 24

1-B 2-C 3-A

Task 25

1-B 2-C 3-A

Task 26

1.there 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

Non-native speakers could find stress in such words quite challenging to deal with.This might be due to the fact that,
even though they belong to the same family, they are not stressed identically.

▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫
2. to record /a record to present/a present to increase/an increase to import/an import

We could assume that verbs and nouns which belong to the same family are stressed in the following manner: verbs
stressed on their last syllable – nouns stressed on their first syllable.

Task 29

mother forget announce tonight notable mention patrol indicative

Section 3 Language Skills: Reading, Listening, Speaking and Writing

Task 30

A considerable number of news reports’ videos are uploaded on the Internet .To conclude on which ones to watch, I
would deploy scan reading. On the other hand, studying for University exams apparently involves intensive reading
skills.

Task 31

1.intensive reading 2.scan reading 3.reading to infer 4.skim/gist reading

Task 32

It seems to be quite time-consuming and unnecessarily tiresome, or even distracting from applying emphasis on the
most noteworthy features of the text. Additionally, utilising solely bi-lingual dictionaries is rather unlikely to foster L2
awareness.

Task 33

• limited exposure to “real world” classroom activities

• native speakers’ accent, intonation and fast processing of words and phrases

• lack of access to a text.

Task 34

• listening to the news report: intensively, as to acquire precise information on current events

• listening to infer meaning while discussing with my husband on a critical decision that has to be made

• listening to my mother ‘s view on a specific matter: scan listening, as to mainly focus on relevant information

Task 35

Listening sub-skills:

1.intensive 2.skim/gist 3.scan – intensive 4intensive 5.to infer meaning 6.skim/gist

Task 36

Accumulating grammar or vocabulary knowledge rarely leads to capability of deploying productive skills such as
speaking. “Practice makes perfect” is a well-known principle, and I couldn’t agree more, since practice corresponds to
“real world” stimuli.

Task 37

1. correct grammar but rather problematic communication

2. incorrect grammar but quite efficient interaction

3. as above

4. incorrect grammar, obscure response lead to questionable communication.

Task 38

1. transactional 4. interactional

2. interactional 5. transactional

3. interactional 6. interactional
Task 39

• provides an appropriate environment in which knowledge can be practically applied

• leads to progressively raise all aspects of learners’ language awareness

• could stimulate learners to take more responsibility for their own improvement

• promotes research, experimenting and socialising

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. through placed instead of threw, probably because of words having identical pronunciation

2. brother, lives, Sweden present incorrect spelling – learner may have moved sound to spelling

3 .incorrect punctuation, possibly due to over- learning “however followed by comma” rule

4. incorrect punctuation, restricted punctuation awareness

Task 42

1. unfit punctuation - incorrect spelling - improper layout - insufficient control of basic grammar and
vocabulary - lack of discrimination between upper and lower case letters – conjunctions – coherence

2. Before setting a writing task, a teacher may decide to follow some preparatory activities to help learners
become better writers. For example: make notes, diagrams, etc. to help organise ideas – find grammar and
lexis suitable for the text – do practice exercises on language items that will be useful – study sample and
model texts similar to what they want to write – plan the organisation of the text – draft a rough text – edit –
find appropriate readers. – Jim Scrivener, ‘Learning Teaching” (Macmillan).

Section 4 Planning and Resources

Task 43
a-3 b-6 c-1 d-4,5 e- 2 f-7

Task 44
1-f 2-g 3-b 4-e 5-i 6-h 7-d 8-c 9-a

Section 5 Developing Teaching Skills and Professionalism

Task 45

1. Idiomatic meaning, probably incomprehensible -“Write this” could be more effective.

2. Complicated instruction, flouts the maxim of quantity –“Answer question 4” is certainly easier to be followed.

3. A large amount of information conveyed through one intricate instruction-it would be obviously more
functional if learners were given one single instruction for each separate stage of the activity. For example:

• “Read the text on page 4 and answer questions 1, 2 and 3”- allow time for reading

• “Compare your answers with your partner”- allow some time for it

• “Write a short summary of the story and discuss it with your partner”

4. Quite unclear an instruction as to its scope- it seems fairly more accurate to say: “Look at the question at
the bottom of the page and write a short answer”

Task 46

In all four cases of learners’ attitudes, a teacher could:

• embrace an empathetic, non-judgmental approach

• explain and exemplify the rationale of suggested activities

Task 47

• students could be asked to turn around and sit backwards, working with persons behind them, in
pairs – teacher likely to move around the class, discreetly monitoring dialogues
 • background music - flashcards – internet – role cards

• inadequate teacher’s preparatory steps - varying speeds of learners’ performance

Task 48

1. pictures of respective figures – questions on each word’s connotation to help learners acquire
understanding

2.miming to highlight distinction

3.pictures of the same person, one as a child having the aforementioned habit and one as an adult not further
embracing it / short personal story of specific daily activity to display differentiation of meaning between the
two clauses

4.pictures and short story - ask learners to brainstorm possible contexts for each word

5.time lines on the board representing time reference

6.gestures – repetition

7.diagram and phonemic script

8.exhibition of articulation – phonemic script

9.pictures – diagram –repetition

10. questions combined with pictures – exhibition of articulation – phonemic script

Task 49

1.Reading

• omission of introduction, lack of preparatory stage, ambiguous task assignment, absence of

alternatives or follow-on activity

• introduction to link between topic and students’ own experiences, focus on important language,
prediction task, allocate specified tasks- each in separate stage, follow-on task, review, closing
2.Speaking

• a general topic may not be as productive as a specific issue related to learners’ interests, absence of
lead-in activity and resources, silent preparation time ought to be given, organising the activity in
pairs could be less embarrassing and more productive in terms of generating adequate speaking
time

• lead-in activity to stimulate participation, present specific topic related to learners’ interests, provide
some resource data, allow silent thinking time and note making on central ideas, divide in small
groups to exchange opinions, teacher plays “devil’s advocate” introducing different perspectives as
a way to close at the end

Adapted from Scrivener, J. (2005) Learning Teaching, Macmillan.

Task 50

Cultivating, improving and incorporating the aforementioned qualities is definitely a priority in order to pursue
a meaningful and creative approach in the learning and teaching context.
CELTA

Pre-Course Task Answers