Documente Academic
Documente Profesional
Documente Cultură
Section 1
Learners and Teachers, and the Teaching and Learning
Context
A. Teaching and learning contexts
Task 1
1. In what context will you be doing the CELTA course?
Lessons in groups
Monolingual groups
Open groups
Part-time course
Similar ability groups
Mixed gender
Smaller groups (8-10 students)
Day classes
Learners with some previous education
2. Do you know what context you will be teaching in after you finish
the course?
One to one lessons and lessons in groups
Multilingual groups
Closed or open groups
Part-time courses
Learners with little, no or some previous education
Mixed and similar ability groups
Mixed gender groups
Average sized classes (14-17 students)
Day and evening classes
Teachers with English-speaking backgrounds
C. Motivation
Motivation for learning English
Task 4
If you were teaching a group of learners, each of whom had different
motivations for learning English, which learners would be the most
challenging in terms of motivation?
On my point of view, all adult learners have a clear reason to why they want
to learn English, although they are more susceptible to being affected by
hindrances from their own personal lives, which result in less interaction and
less motivation to pursue their goals. These learners are definitely the most
challenging because in these cases the teacher has to find a way of subtly
grasping the learners focus and head it towards the lesson and from
personal experience, entertainment is not always the best solution for
gaining attention and getting rid of distraction. Therefore, the challenge does
not come from the learner, but from the distraction itself.
D. The Qualities and skills of a good language teacher
Task 5
Look at the list of qualities and skills that a teacher might have.
Which do you think learners most often rate in the top five?
Section 2
Language Analysis and Awareness
A Grammar
Task 6
Make a list of associations you have with the word grammar.
Rules of a language
Fundamentals of learning a language
Necessary for learners to develop their own speech and not always to
depend on ready built sentences
Necessary for clarity, understanding and communication
Confusing and perplexing when taught by a boring teacher
Exciting and rewarding when taught by and enthusiastic teacher
Task 7
1
2
3
4
5
6
Look at the following sentences and decide which are correct. Write
a correct version of the examples that are incorrect.
Correct.
Incorrect. I went to the movies last night.
Incorrect. He often comes late.
Correct.
Incorrect. Can I have a black coffee, please?
Incorrect. People with 12 items or fewer can queue here.
Task 8
Provide a list of reasons why English language teachers need to know
about grammar. In doing so, try to give some thought to the learners
perspective.
English language teachers need to be up to date with their grammar in order to
teach it effectively. You need to have a clear understanding of grammar before you
decide to teach it. In order to be able to correctly answer questions and make
students grasp onto the teachers explanation, English language teachers need to
know grammar and know how to explain it creatively. Also it means that English
language teachers are less likely to be blindsided by a question that they are
unable to answer and it gives the teacher a clearer knowledge of teaching grammar
in a more captivating manner. Nevertheless, students expect a teacher to
understand and know what they are teaching, although they do expect enthusiasm
and creativity because grammar is known to be boring and confusing which can
lead to unmotivated students. They are paying for a service and expect to receive a
high quality of teaching and that does not mean the teacher only needs to know
grammar abundantly but also teach it creatively.
Word Class
Task 9
1
2
3
4
5
6
7
8
9
10
Types of Verbs
Task 10
1
2
3
4
5
6
Lexical
Lexical
Auxiliary
Auxiliary
Auxiliary
Lexical
Task 11
1
2
3
4
5
6
7
8
Lexical
Auxiliary
Auxiliary
Lexical
Lexical
Lexical
Auxiliary
Lexical
Task 12
1
2
3
4
5
C
E
B
A
D
Task 13
Task 14
Base Form
Simple Past
Past Participle
Hear
Heard
Heard
irregular
Do
Did
Done
irregular
Help
Helped
Think
Thought
Thought
irregular
Steal
Stole
Stolen
irregular
Go
Went
Gone/Been
irregular
Drink
Drank
Drunk
Arrive
Arrived
Arrived
Helped
regular
irregular
regular
Verb Phrases
Task 15
1
2
3
4
5
6
Task 16
1
2
3
4
5
6
7
8
Task 17
1
2
Was shining: Action took place in the past, over a progressive period of
time.
ll have finished: Distant future, Action that is now being mentioned will be
completed at a specified time period in the future.
s been working: Action started in the past and progresses into the present.
Was wondering: Polite way of saying the action is taking place in present
Own: The action is present but started at unspecified time in the past and is
can remain as so into the future.
Present progressive
Task 18
What auxiliary verb is used to create the present progressive?
to be am/is/are.
What is the form of the lexical verb of the present progressive?
-ing form of a verb
Task 19
m meeting: Future, a plan has been made
s always running late: Present, an individuals habit
m walking: Past, story-telling is commonly narrated in the present tense and
present progressive to give the false sensation the story is happening now.
Task 20.
1
2
3
B Vocabulary
Words and dictionaries
Task 21: Information in a dictionary
Word class (Part of Speech)
Task 22
1
Highest: High is not used to measure height in people. The correct word
is tallest. Highest would be used for mountains, buildings, trees, etc.
However, if a person is too high it may mean he is out of reach.
Enervated: describes a state that is without force or vigour. It is incorrect to
apply to a persons state of being awake, as it is too formal. The correct word
would be tired.
Pretentious: has a negative connotation. The overall sentence is praising so
the word pretentious would be incorrect. A more correct word to use could
be Bright.
Slap: Slap is not something that would be delivered lovingly. An alternative
verb could be pat as it implies the same kind of gesture but in a more loving
and soothing manner.
Footing: Walking would be a better word choice. To foot does also mean to
walk in English, although it is not widely used, despite being found in various
pieces of old literature. The origin could be of French influence due to the fact
that the French word for jog is literally translated as the verb foot.
Task 23
1
2
3
4
5
6
Not only was he nice, but he was also strikingly handsome. (adverbadjective)
After he got up, he made his bed and did some homework. (verbnoun, verb-noun)
It was absolutely fabulous! (adverb-adjective)
They both really depend on each other. (verb preposition)
Their farewell at the airport was highly emotional. (adverb-adjective)
She was caught in a vicious circle. (adjective-noun)
C Phonology
Overview
Task 24
There / their
South
Languages
Peaceful
Young
Call
Search
Equation
Sugar
Task 27
Where does the word stress fall on the following words?
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 often experience problems with these words as
they have words with similar spelling in their native language but
shifting word stress.
2 The stress exists on the last syllable for two syllable verbs.
/ Mention / Patrol /
Section 3
Language Skills: Reading, Listening, Speaking and
Writing
A Reading
Ways of reading
Task 30
Think of all the texts that you have read so far today and comment
on the ways in which you read these texts.
Firstly, I read the messages on my mobile as soon as I woke up. Most
messages were from the bank to let me know my account balance. I read
banking messages most days out of habit. I quickly scanned the messages
for the information that I wanted, noted my account balance and ignored the
additional information that was of no use to me. I only paid attention to the
particular information that I needed.
Later on this morning, I read my Face2Face English course book, scanning the
unit headlines to find the last lesson I was on. When I found it, then I read the
full lesson. Often when I find the lesson isnt hard for me then I will just
quickly skim through the rest of the unit pages to get the gist of it.
I also read to relax and exercise my brain, although I do so in a more
intensive way than reading a cereal box. If it is a well-written and
entertaining book, then I will re-read paragraphs as I want to deeply
understand each meaning in a passage and get the authors feeling.
I am also reading my pre-course task. I am doing so in an intensive manner. I
want to ensure that I dont make any unnecessary mistakes. So I am reading,
re-reading and checking the original text as I answer the questions.
Task 31
1
Task 32
What problems are there with this way of reading?
It takes a long time to read and understand each and every word.
Reading a long passage in a highly detailed way causes people to
focus on the meaning of individual words rather than the meaning of a
passage.
It takes the intonation out of reading which makes it difficult for
listeners to understand the true concept of the passage.
B Listening
Ways of Listening
Task 33:
Non-native speakers may not be familiar with a particular accent or
dialect.
Non-native speakers can re-read a written text but may not have the
opportunity to listen to a text repeatedly.
They can control the speed at which they read, but not at which they
need to listen. The spoken text may be too quick for them to
comprehend.
They may misinterpret a word and not have the opportunity to recheck
it, which leaves them with a mistaken or incomplete opinion of the
listening text.
Task 34
Think of three situations in which you listened today. Make a note of
who you were listening to, your motivations for listening and
describe how you listened.
I had a quick face-to face conversation with my wife in the morning. It was
6am so I was only half-listening and relied on picking up the gist of the
conversation to be able to converse.
I also spoke to my sister-in-law who wanted to talk about raising children. I
was listening for detailed information on how I could use her advice to raise
children of my own. For the rest of the conversation, I was able to skim listen
and reply to what was asked.
Task 35
1
C Speaking
Ways of speaking
Task 36
Think about this disparity between 2 years study of a language and
a lack of ability to speak. Why do you think this happens?
Non-native speakers have not had the opportunity to utilise the
language.
They have not engaged with the language as a whole, by taking
interest in cultural and linguistic particularities of the English language.
They lack confidence in their pronunciation or their ability to hold a
conversation.
Sometimes non-native speakers are embarrassed to make mistakes so
they dont speak unless completely certain of what they are saying.
Task 37
1 Could I please have a ......? Probable unsuccessful attempt as the
listener is unsure of what the speaker wants, though gestures can help
the listener to guess.
2 You come my house tonight? Successful, although the sentence is
grammatically incorrect.
3 Yesterday good time. Next time we see, no? Successful, although the
sentence is grammatically incorrect.
4 A. How long have you been in New Zealand?
B. I stay here 5 weeks. Unsuccessful, as the person asking the
question does not get a satisfactory reply to their question. Person B may
have misinterpreted the question or confused their verb tenses. Person A
would be left confused as to whether Person B has been here 5 weeks, or
is planning to stay 5 weeks.
Task 38
1
2
3
4
5
6
Transactional
Transactional
Interactional
Interactional
Transactional
Interactional
Task 39
Make a list of reasons why you think speaking fluency practice could help
learners language development.
D Writing
Differences between written and spoken English
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 through the ball hard so it hurt when I court it.
She threw the ball hard so it hurt when I caught it.
Through and threw are homophones; they have the same
pronunciation but different spelling and meanings.
Court and caught are homophones in standard British English (not
in AmE),
2 My brther livs in Swedn.
My brother lives in Sweden.
The learner is possibly spelling phonetically
They may also have a learning difficulty such as dyslexia
The learner may also frequently use SMS language or textese,
where words are shortened by omitting vowels or other
adaptations.
3 However, hard I try it never works.
However hard I try it never works.
The learner has learnt a rule for the use of However and has taken
this model and incorrectly applied it to another situation. Moreover,
the learner may not be sure of punctuation.
4 first of all he invited me to sit down after that he offered me a coffee I
was very surprised by his politeness
First of all, he invited me to sit down. After that, he offered me a coffee. I
was very surprised by his politeness.
The learner lacks knowledge of written punctuation (Capitalisation
of first letters, full-stops, commas, etc).
The learner may also frequently use SMS language or textese,
where punctuation is left out omitting capitalisation of first letters,
full-stops, commas, etc.
Task 42
1 Look at the samples of learners writing below and identify the
difficulties encountered by these learners and other learners whose
first language do not have a Roman script.
Writing from left to right
Writing from bottom to top
Writing on the line
Punctuation use:
Lack of capitalisation or incorrect usage of capitalisation
Homophones: misuse of words that have the same pronunciation but
different spellings and meanings
May not be able to write in first language, so holding a pen and making
correct script symbols may prove difficult
The mistranslated idiomatic expressions from their native language
into English
Section 4
Planning and Resources
A Planning and preparation
The lesson plan
Task 43
a 3. Personal aim
b 6. Interaction pattern
c 1. Lesson aims/learning outcomes
d 5. Procedure
e 2. Anticipated problems and solutions
f 7. Stage aim
B Resources
Task 44
1 F. Developing students language and skills in a structured way and
allowing them to review at home
2 G. Developing students listening skills with specially prepared or real
material
3 B. Developing students ability to read real texts
4 E. Finding information on a particular topic area and developing reading
skills
5 I. Showing pre-prepared work on a large screen for clarity
6 H. Writing down new words for students to focus on, making the form,
meaning or pronunciation features of a language clear
7 D. Developing students ability to listen to authentic speech
8 C. Giving students work which can be tailored to their individual needs
9 A. Encouraging students to expand their vocabularies and to find out
about new words on their own
Section 5
Developing Teaching Skills and Professionalism
A Developing Teaching Skills
Teacher language
Task 45
1 Jot that down. Colloquial language that learners may be unfamiliar with.
Learners may be more familiar with Write this or Note this down.
Task 46
1 I dont want to work in a group because I will only learn mistakes
from other students.
Firstly I would explain the importance and the purpose of speaking
English, to communicate with others, to engage actively with others and
to interact. Then I would explain the benefits of group work; more talktime for student, increased confidence in speech, more interaction, and
peer-teaching. Group work also allows them to participate actively and
create a more social and interactive classroom. It also develops their
social skills, necessary to communicate in any culture. Also it will give
them an increased motivation to learn English, as they will be frequently
using it and are able to monitor their own success and improvements.
2 I wish you could translate more words into my language.
I would explain that the language of the classroom is English and that it is
more beneficial for all students that English remains the dominant
language in the classroom. However, I would explain that dictionaries may
be used to reference words and phrases. I would explain that for a goal of
increased fluency in English that students need to be able to think and
speak in English rather than translating all the time.
Please dont ask me to work with that student. I dont like people
from her country.
I would explain that it may be more beneficial to all to place them in the
same group as English is a universal language that unites the people of
the world and it is used to break down barriers rather than building them.
I would also explain the benefits of group work as written above.
Could we just talk in class and not use any books?
I would explain to the student that the course book is merely a learning
tool we use to facilitate in the overlapping, multidisciplinary skill set:
auditory, visual and kinaesthetic. I would explain the benefits of using all
skill sets and incorporating all learning styles by showing them the
different types of information that they will learn throughout one lesson
using the course book, whereas not utilising the course book would lead
to an auditory based lesson for many students who learn better in other
ways.
How would you organise the classroom to carry out the activity?
The desks could be set up in a semi-circle with the students acting as assistants
seated at them, with the course information in front of them. The prospective
customers can then move from desk to desk discussing the options and finding a
suitable course. The teacher could mingle among them and observe and participate
if needed.
What resources you could use to make the activity more effective?
Initially, I could show them pictures of computers or popular computer courses from
their country to visualise what it is that they are doing; and to open a discussion on
the topic with the students. The assistants could have the course information with
different, prices, times and dates written on a sheet of paper on each desk. To make
the activity more challenging, the prospective customers could have information
cards with requirements, personalities and identities which the customers would
have to role-play.
Any problem about the organisation of the activity that you could
anticipate?
Quieter students may not wish to participate. Some students may move quickly
from desk to desk, while other students move more slowly. I dont see the rushing
as a big problem itself, but it is probable some students will do the activity without
following the instructions properly. Students will need time to read and analyse their
information sheets and identity information.
Dealing with Language
Task 48
Different meanings:
1 Slim/Thin: Different picture slides could be shown on the screen and
students could be asked to categorise them into thin and slim; and then
decide whether they have positive or negative connotations.
2 To wink/to blink: Miming could be used to show each and then a few
students could be selected to either close one eye wink, or two eyes
blink and say which is which.
3 I used to get up early/ I am used to getting up early: A picture of a person
waking up with a clock showing 5am and a caption with a past date such
as 1988-1995 could show the past habit of that person; In contrast to
that, another picture of another person waking up at 5am with a caption
with NOW (2016). The teacher could say in the first picture this was my
habit 20 years ago, I used to get up early and in the second picture the
teacher could say this is my habit now, I am used to getting up early.
Miming can be used to explain waking up. An alarm clock could be used to
show an early time.
4 Nervous/Upset: Two comparative stories could help explain the words; I
feel nervous when I go to the dentist. I feel upset when I argue with my
friends. Miming can also be used to demonstrate facial emotions, while
shaking shows nervousness, a frown and crossed arms could show youre
upset. Then the students could answer alternating questions as to when
they feel upset or nervous.
5 4 weeks ago/ 4 weeks before: A quick explanation of ago using
stories...as in 4 weeks ago I went to a concert and a date.
And 4 weeks before as in 4 weeks before the concert, I bought the
ticket and another date.
Furthermore, diagrammatic sketches could be used to exemplify this:
May 1st
X 4 weeks ago
May 29th
X Now
X 4 weeks before
April 3rd
Different pronunciation:
6 I do it/ Ill do it: Firstly I would break down the sentence into whole words
rather than abbreviated and write the two sentences on the board. Then I
would shorten will so students understand where the [ll] came from.
Then I would put my closed fist in front of my face and stretch out my
fingers as I say the words to show that even with [ll] there are 3 syllables
in both sentences. Finally I would write the phonemic structure of the [I]
and [Ill] and drill for accurate pronunciation.
7 Read (present tense)/read (past tense): I would drill for pronunciation
using the different IPA phonemes: /i:/ for read (present tense) and /e/ for
read (past tense). Id also remind students that the name of the colour
red is the same pronunciation as read in the past tense.
8 Put/putt: I would drill for pronunciation using the IPA phonemes // for put
and // for putt. As I drill each word, I would mime each action, while
B Developing Skills
Task 49
1 Reading:
Why the activity was not successful:
There was no lead-in or introduction to the topic, so the students had not
activated their interest in it.
The activity wasnt successful because it was too advanced for the group,
and they may not have had the pre-required vocabulary to access the
meaning of the text. The teacher could have done a vocabulary check before
doing the reading exercise.
Asking the students to read each a particular passage of a text out loud gives
them the idea they dont have to read the rest of the text to themselves so
they dont pay attention to their classmates reading.
Alternate activity to develop reading skills:
Beforehand, teacher must anticipate problems and solutions in the lesson
plan.
Check that students understand key vocabulary for the task.
Establish interest in the task by asking questions and creating a classroom
discussion around the task.
Ask the students to quickly scan read the text, looking for words they might
not know the meaning of.
Then provide some detailed questions to check their understanding of the
text, which uses their intensive reading skills. True or false sentences could
be a good alternative here, where students could be asked to justify their
answers with excerpts from the text itself. Allow the learners to work silently
on the reading part of the task.
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