CELTA-Pre-Interview-task

CELTA PRE-INTERVIEW TASK
You may like to refer to a grammar book to help you with certain sections of this task.
Suggested titles are:
English Grammar in Use – Raymond Murphy (Cambridge University Press)
Grammar for English Language Teachers - Parrott, M. (Cambridge University Press)
Practical English Usage (new edition) - Michael Swan (O.U.P.)

An A – Z of English Grammar - Leech, N; Cruickshank, B.; Ivaniec, R.
Online you may like to refer to one of these reliable sources.

https://dictionary.cambridge.org/grammar/british-grammar/
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference
You may like to us a dictionary to help you if there is a vocabulary section on this version of the task.
Suggested dictionaries are:
https://www.ldoceonline.com/
https://www.collinsdictionary.com/
https://dictionary.cambridge.org/dictionary/learner-english/
https://www.oxfordlearnersdictionaries.com/
PART ONE – GRAMMAR
A. Identify the underlined and numbered parts of speech from the following text.
Example: 1. ‘I’ = subject pronoun
Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

Hanoi :181-183-185 Pho Hue st., Hai Ba Trung Dist. (84-24) 7308 8666 Website: https://apollo.edu.vn/teach/
HCMC : 282 Le Quang Dinh st., W.11, Binh Thanh Dist. (84-28) 7308 8819 E-mail: teacher.training@apollo.edu.vn
W H E R E T H E B E S T B E C O M E B E T T E R
“I (1) thought no more of Jean Charvin, but (2) by chance I met (3) him (4) next day on the
road. He was (5) coming towards me. He carried a (6) black dispatch-case under (7) his (8)
arm, and except for the (9) pink and white stripes (10) of his uniform and the ugly round
straw that concealed his handsome (11) head of hair, you might (12) have taken him for a
young lawyer on his way to court.”
(from A Man with a Conscience by Somerset Maugham)
(2) but - conjunction

(3) met – verb (past simple)
(4) him – object pronoun
(5) was – verb (past simple)
(6) a – non-defining article
(7) under - preposition
(8) his – possessive adjective
(9) the – defining article
(10) stripes – plural noun
(11) handsome – adjective
(12) might – modal verb
B. Name the underlined and numbered tenses (or verb phrases) in the following text and
comment on the meaning.
Example:
1. was waiting = past progressive (or continuous) used to talk about an activity that was in progress
at a specific time in the past.
As I was waiting (1) in line at the immigration counter, I became (2) aware of the fact that I
was surrounded by people of my own nationality once again. I had been (3) away for almost
five years and I was no longer used to their accents and style of dressing. Finally, my
passport was stamped (4) by a man who welcomed me back home and I exited into the
arrival lounge of the airport. My parents were there to greet me. ‘You haven’t changed (5) at
all,’ said my mother as she hugged me. My father avoided saying anything personal.
‘Not a very good welcome home, I’m afraid. It’s raining (6) outside,’ he said. I suddenly felt
that coming home was a big mistake.
(2) became = simple past used to talk about an action that happened and ended in the past.
(3) had been = past perfect used to indicate an action (being away for almost five years) that
happened before another past action (waiting in line at the immigration counter).
(4) was stamped = past passive used to talk about the action without specifying the agent.
(5) haven’t changed = present perfect used to talk about an action that connects the past and
the present
(6) ‘s raining = present continuous used to talk about an action in progress at the time of
speaking

C. When studying verb phrases with foreign learners, it is often necessary to analyse the form of each
verb phrase, that is, to break it down into its component parts. If we take the first example from the
text above, we can analyse the form in the following way:
I was waiting
past continuous (or progressive) =
subject + was / were + verb + ‘-ing’ (or present participle)
Now identify the name of the following underlined verb phrases (or tenses) and analyse
their form in a way that is similar to the above example.
7. He’s been working here for more than ten years.

Present perfect continuous = Subject + have/has + been + verb+ ‘-ing’ (or present participle)
8. A lot of coffee is produced in Brazil

Passive form in present simple = Subject + am/is/are + verb 3 (past participle)
9. She’ll be meeting him on Tuesday.

Future continuous = Subject + will + be + verb-ing
PART TWO - VOCABULARY
A. In the sentences below, one of the words is used in a way that sounds strange or inappropriate.
Identify the wrong word then supply a more appropriate word and say why this is better.
Example:
A healthy diet makes people skinnier and better looking.
ANSWER: ‘Skinnier’ is wrong here. ‘Slimmer’ is better because it has a positive tone. ‘Skinnier’
sounds too negative in this context.
1. The students made a party to celebrate the end of the school year.
2. He doesn’t concentrate in class; he spends most of his time saying jokes to his friends.

3. The assistant manager left last week so we need to rent a replacement soon.
4. The work I’m doing at the moment is very impossible for most people.
5. Please could you cough up this money within the next seven days?
6. She’s very high but her husband is quite short.
1. ‘Made’ is wrong here. ‘Threw’ is better because it collocates with “a party”.
2. ‘Saying’ is wrong here. ‘Telling’ is better because it implies actively sharing jokes with
others, which is more fitting in the context of interacting with friends.
3. ‘Rent’ is wrong here. ‘Hire’ is better because it refers to employing someone for a position
while “rent” collocates with things like a car, a house, a bike, etc.
4. ‘Impossible’ is wrong here. ‘Challenging’ is better because it describes the difficulty of the
work while “impossible” describes a specific action, e.g. the completion of the work.
5. ‘Cough up’ is wrong here. ‘Pay’ is better because it is a more formal and polite way to
request payment, whereas ‘cough up’ is impolite to make a request.
6. ‘High’ is wrong here. ‘Tall’ is better because it refers to physical height, whereas ‘high’
typically describes a state of being under the influence of drugs or alcohol.
B. In English, there are many words that are pronounced in the same way, but the spelling and
meaning is different, for example, ‘poll’ and ‘pole’. These kinds of words are called homophones.
Sometimes in written English, native speakers make a mistake by using a homophone incorrectly. For
example: I past all of my exams.
Correct the homophone mistakes in the following sentences:
1. The boy and girl were playing with a toy that wasn’t there’s.
2. At first, I thought it was a good idea, but then I realised it was floored.
3. I waited until half an hour had past, and then I phoned her.
4. How much is the fair to get into the city?
5. I learnt that it’s a good idea to get students working in pares.
1. The boy and girl were playing with a toy that wasn’t theirs.
2. At first, I thought it was a good idea, but then I realized it was flawed.
3. I waited until half an hour had passed, and then I phoned her.

4. How much is the fare to get into the city?
5. I learned that it’s a good idea to get students working in pairs.
PART THREE - PRONUNCIATION
A. List the number of syllables and underline the stressed syllable in the following words:
Example: photo - 2 syllables
1. photograph photographer photographic photography
2. economy economic economical
1. photograph – 3 syllables
Photographer – 4 syllables
Photographic - 4 syllables
Photography – 4 syllables
B. In the following two-line conversation, decide which word in B’s reply is stressed and
underline it.
Example: A: Are you Kerry?
B: No, she’s Kerry.
1. A: Do you live in Hanoi?
B: No, I work in Hanoi.
2. A: Which one do you want to buy?
B: I want the blue one.
3. A: I want to do the course in Hanoi.
B: No, when do you want to do the course?
4. A: I’m 1.82 metres tall.
B: No, how old are you?

PART FOUR – TEXT
Rewrite the following text punctuating it and changing any words to make it seem more
natural.
Example: This is your …
this is your invitation to cruise onboard the worlds most famous ship and experience the
worlds most famous ships unequalled reputation for style comfort and personalised service
in january nineteen ninety six queen elizabeth two embarks on queen elizabeth twos annual
world cruise and queen elizabeth two will again offer new zealand passengers unique and
affordable opportunities to experience a slice of the ultimate adventure
This is your invitation to cruise onboard the world's most famous ship and experience its
unparalleled reputation for style, comfort, and personalized service. In January 1996, Queen
Elizabeth 2 embarks on its annual world cruise and she will again offer passengers from
New Zealand unique and affordable opportunities to experience the ultimate adventure.
PART FIVE - TEACHING AND LEARNING
A. A student at elementary level asks you for the difference between the following pairs
of words. How could you convey the difference in meaning between each pair of
words? Remember, the student’s command of English is limited so you cannot
explain the meaning.
slim / skinny
Show pictures of two different people, one who is slim and one who is skinny. Point to the
person who looks thinner and say "skinny" and then point to the person who looks healthy
and fit and say "slim."
win / beat
Show a picture of Jack who is first to cross the finish line in a race and other runners who are
still far behind. Then say:
- Jack wins the race.
- Jack beats other runners in the race.
=> Difference: win sth (a race, a trophy, a prize) – beat sb
borrow / lend
Show a picture of A and B, A is giving a pen and B is receiving it.
Say:
- A lends B a pen.

- B borrows a pen from A. After two days, B gives it back to A.
Explain the difference: When you lend sb sth, like a pen, you give it to that person. When
you borrow sth from sb, they give it to you
Ask CCQs:
- When I lend you a pen, do I need to give it back? – No (You need to give it back.)
- What do you often borrow/lend?
B. You have a group of adult beginner students. You want to teach them ‘Would you
like….?’, as in ‘Would you like a cup of coffee?’ How would you teach this? How
would you introduce the phrase into the lesson and what would you do to ensure
that students understand the meaning of “Would you like …”?
Present:
- Introduce a situation: A friend visit you and you want to invite him a cup of
coffee. So you say: “Would you like a cup of coffee?”
- Explain the function of “Would you like …?” – to make an offer
- Explain how to reply “Yes, please” – “No, thanks” – “No, tea please”
- Conduct choral repetition
Practice:
Controlled practice
- Substitution drill
+ Show a list of words such as a cup of tea, milk tea, some cookies, an ice-
cream, …
+ Students work in pairs to make an offer and respond
Free practice
- Role-play
+ Students work in pairs. One is a waiter and the other is an eater. The waiter
makes an offer, using “Would you like …?” and the eater responds.
+ Then, teacher asks some Ss “What does he/she wants?” – Ss answer: “He
would like …”
Wrap-up:
- Ask CCQs: What do you make when you say “Would you like …?” – make an
offer
- Ask the whole class:
+ “Are you hungry?” – “Yes”
+ “Would you like a dinner?” – “Yes, please”

Please return this pre-interview task in Word format along with your application
form to Jon Rose/ Le Hoang Minh at:
e-mail: teacher.training@apollo.edu.vn
address: Apollo Education & Training, 282 Le Quang Dinh street, Ward 11, Binh Thanh
District, Ho Chi Minh City, VIETNAM


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CELTA PRE-INTERVIEW TASK

Suggested titles are:

English Grammar in Use – Raymond Murphy (Cambridge University Press)

Grammar for English Language Teachers - Parrott, M. (Cambridge University Press)

Practical English Usage (new edition) - Michael Swan (O.U.P.)

Online you may like to refer to one of these reliable sources.

Suggested dictionaries are:

PART ONE – GRAMMAR

Example: 1. ‘I’ = subject pronoun

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

(2) but - conjunction

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

past continuous (or progressive) =

subject + was / were + verb + ‘-ing’ (or present participle)

7. He’s been working here for more than ten years.

8. A lot of coffee is produced in Brazil

9. She’ll be meeting him on Tuesday.

PART TWO - VOCABULARY

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

6. She’s very high but her husband is quite short.

1. ‘Made’ is wrong here. ‘Threw’ is better because it collocates with “a party”.

Correct the homophone mistakes in the following sentences:

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

PART THREE - PRONUNCIATION

Example: photo - 2 syllables

1. photograph photographer photographic photography

2. economy economic economical

Example: A: Are you Kerry?

B: No, she’s Kerry.

1. A: Do you live in Hanoi?

B: No, I work in Hanoi.

2. A: Which one do you want to buy?

B: I want the blue one.

3. A: I want to do the course in Hanoi.

B: No, when do you want to do the course?

4. A: I’m 1.82 metres tall.

B: No, how old are you?

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

Example: This is your …

PART FIVE - TEACHING AND LEARNING

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

Address Tel Facebook: https://www.facebook.com/ApolloTeacherTraining/

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