CELTA pre-course task key, CELTA, CELTA
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CELTA
Pre-Course Task
Answer Key
©
UCLES 2004
Section 1 Learners and Teachers, and the Teaching and Learning Context
Answers
Task 2
Adult learners often bring:
•
reasonsfor learning
•
specificgoals
•
expectations
•
successful and unsuccessful past learning experiences
•
rich life experiences
•
attitudes to learning, the culture and the language
•
ideas about the role of the teacher and learner
•
certain aptitudes
•
developed literacy and thinking skills
•
personal characteristics
•
self-discipline
•
values and beliefs
•
an ability to reflect on their learning
•
learningstyles
•
varying levels of confidence and self-esteem
•
different levels of motivation
•
anxieties
•
status or ‘face’.
Task 3
1.
You usually find out about:
•
their job or studies
•
their language learning experience up till now
- how long
- how often
•
what language learning activities they are used to doing
•
the level of books they used or the level of the class they studied in, if any
•
how much they enjoyed learning English
•
the reasons they are learning English
•
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2
any specificgoals
•
particular language or skills that they need (See Unit 3 on Skills)
•
the length of time they are going to stay in the school/college
•
what they expect of their course
•
what makes them comfortable when learning
•
their interests and hobbies.
2.
You can find out about learners by:
•
looking at any interview notes made during placement tests, if they were interviewed
•
having personal interviews in the first few days
•
giving the learners a questionnaire
•
asking the learners to interview each other and then write up the information on a poster
•
asking the learners to write about themselves in a letter of introduction to you or a brief autobiography
•
talking to their previous teachers if they are just moving into your class
•
looking at any records kept on them in the school/college (If you go to a school/college where no
records are kept, start keeping records like the profiles above and suggest that the school/college
does so, if you can.)
You can use the points in the previous tasks to write the questions for your interview or questionnaire, or
to give the learners a framework for what to write about.
Task 4
The challenge comes when learners are unsure of their goals, have been told by parents or employers
that they have to do the course, or they have to do the course because the next course or their job
demands it, and they have no interest in the language or the culture. What seems to be critical in
motivation is the strength of the motivation.
Task 5
This will vary from class to class. Learners filling in feedback forms or questionnaires often say they like
teachers who:
•
are friendly and kind
•
have a good sense of humour
•
explain clearly
•
have patience
•
know their subject.
___________________________________________________________________________________
3
Section 2 Language Analysis and Awarenesss
Task 6
There is no answer to this task. Often native speakers find the idea of the grammar of their own language
overwhelming. This might be because they were never taught it at school or, if they were, they were
taught it badly. People who have studied a second language may have more awareness of grammar, but
they might only know the terminology in their own language. Those who have studied linguistics at
university might feel more comfortable with grammar.
Task 7
1. Correct
2. Incorrect – I went to the movies last night.
3. Incorrect – He often come
s
late.
4. Correct
5. Incorrect – Can I have a black coffee, please?
6. Incorrect – People with 12 items or fewer can queue here. (Although the incorrect version is
commonly used – for example in supermarkets – and fewer people are using ‘fewer’!)
Task 8
They key reason here is that teachers need to be able to help learners with their language and having
explicit knowledge of language is necessary in order to do this as completely and as efficiently as
possible. If a learner produces an incorrect utterance, a teacher not only needs to give a correct model,
but should also be able to go on and say why the learner’s version was incorrect. This is only possible if
we know the grammar and terminology.
A second reason concerns learners’ expectations. We expect a mathematics teacher to know about
mathematics. Likewise, an English
language
teacher should know about language.
Most coursebooks and many syllabuses in schools include a specific focus on grammar on a reasonably
regular basis. In order to be able to interpret and deliver lessons from these resources, we need to
develop grammatical knowledge.
Task 9
1. subject pronoun
6. modal auxiliary verb
2. indefinite article
7. demonstrative determiner
3. co-ordinating conjunction
8. preposition
4. adverb of degree
9. verb
5. adjective
10. noun
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4
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
verb form Example
base form You have to
try
harder.
3
rd
person – simple present tense She
lives
not far from here.
past tense form
I
worked
until 7 o’clock last night.
past participle form
It was
handed
to me as I was leaving.
- ing form
They’ve been
seeing
a lot of each other lately.
Task 14
Base form
simple past
past participle
hear
heard
heard
do
did
done
help
helped
helped
think
thought
thought
take
took
taken
steal
stole
stolen
go
went
gone / been
drink
drank
drunk
arrive
and
help
are regular
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5
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