CELTA pre-course task, CELTA, CELTA
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CELTA
Pre-Course Task
©
UCLES 2004
Contents
Introduction
1
Section 1
Learners and Teachers, and the Learning and Teaching Context
2
Section 2
Language Analysis and Awareness
6
Section 3
Language Skills: Reading, Listening, Speaking and Writing
21
Section 4
Planning and Resources
26
Section 5
Developing Teaching Skills and Professionalism
28
Introduction
The aim of this task is to introduce you to some of the areas covered on the CELTA course and to
provide you with the opportunity to prepare for the course. The tasks should be completed on a
separate sheet, and you may be asked to submit it at the start of the course. Although you may be
asked to submit your completed task at the start of the course, it will not be graded or taken into
account as part of your coursework.
The tasks should be thought about and completed in the order they are presented, but you are not
expected to complete the pre-course task at one sitting. It would be more beneficial for you to work
on the task in a number of sittings over a period of time.
You may find one of the following grammar books useful for reference:
Aitken, R - Teaching Tenses (Nelson)
Bolitho, R & Tomlinson, B – Discover English – 2nd edition (Macmillan)
Leech, Cruickshank & Ivanič – An A-Z of English Grammar & Usage (Longman)
Murphy, R – English Grammar in Use (CUP)
Parrott, M – Grammar for English Teachers (CUP)
Swan, M – Practical English Usage (OUP)
Swan, M & Walter, C – How English Works (OUP)
Thornbury, S – How to Teach Grammar (Longman)
If you wish to do some additional reading before the start of the course, the following books may be of
interest:
Gower, Walters & Philips – Teaching Practice Handbook – 2nd edition (Macmillan)
Harmer, J. – How to Teach English – 3rd edition (Longman)
Kenworthy, J – Teaching English Pronunciation (Longman)
Lewis, M & Hill, J – Practical Techniques for Language Teaching (LTP)
Riddell, D - Teaching English as a Foreign/Second Language (Teach Yourself) (Hodder Arnold H&S)
Scrivener J – Learning Teaching (Macmillan)
There are five sections to the task, with each section focusing on a specific topic area from the
CELTA syllabus. These are the units on which candidates are assessed during the course:
Unit 1 – Section 1 Learners and teachers, and the learning and teaching context
Unit 2 – Section 2 Language analysis and awareness
Unit 3 – Section 3 Language skills: reading, listening, speaking and writing
Unit 4 – Section 4 Planning and resources
Unit 5 – Section 5 Developing teaching skills and professionalism
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1
Section 1 Learners and Teachers, and the Teaching and Learning Context
A
Teaching and learning contexts
Types of contexts
Because English language teaching and learning takes place around the globe, there can be many
different learning/teaching contexts:
•
one-to-one lessons/lessons in groups
•
monolingual/multilingualgroups
•
closed/opengroups
•
full-time/part-timecourses
•
learners with little or no previous formal education
•
mixed/similar ability groups
•
mixed/same gender groups
•
large/smallerclasses
•
day/eveningclasses
•
teachers with English-speaking/non-English-speaking backgrounds
Notes on the groups:
Monolingual
The students all speak the same first language, e.g. the students all speak Spanish.
Multilingual
The students all speak different first languages.
Closed
The students usually all come from the same institution and no other learners join their
group e.g. A group of Japanese college students all go to an English-speaking country
or businessmen from one country study in the same group.
And we could consider other variables such as jobs, interests, reasons for learning English, and so
on.
It is a good idea to find out about these factors before you teach your first class, as it will have an
effect on your planning.
Task 1
1. In what context will you be doing the CELTA course?
2. Do you know what context you will be teaching in after you finish the course?
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2
B
The learners’ cultural, linguistic and educational backgrounds
Adult learners
Teaching adult learners is generally very different from teaching younger learners. Our approach will
need to take into account the characteristics of adult learners.
Task 2
1. Think about why you decided to teach adults.
2. Think about what you, as an adult, bring to this learning situation.
3. Look at your answers to questions 1 and 2 and use these ideas to help you to write down
what characterises adult learners.
Finding out about learners
When adult students arrive in a school or college, they are usually given a placement test and then
grouped roughly according to their language level. In order to teach them successfully, you need to
find out about them as people and learners.
Task 3
1. What would you want to find out about a group of learners that you had to teach so that you
could plan your lessons?
2. How would you find out?
C
Motivation
Motivations for learning English
Learners are sometimes learning a language for personal reasons or, very occasionally, out of
interest or for self-growth. However, most learners are learning a language as a means to other ends.
As a teacher you need to help learners move towards their goals.
Extrinsic motivation is motivation from factors outside the classroom, such as the reasons for learning
English.
Learners often learn English:
•
to gain access to employment
•
to be able to study and research in English
•
to be able to pass public exams in an English-speaking country
•
to be able to live in an English-speaking country
•
to socialise with neighbours
•
for career, status and job prospects
•
to involve themselves in their children’s schooling
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3
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