CELTA pre-course task key.pdf

CELTA

Pre-Course Task

Answer Key

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

•

___________________________________________________________________________________

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.

___________________________________________________________________________________

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

___________________________________________________________________________________

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

did

done

help

helped

think

thought

take

took

taken

steal

stole

stolen

went

gone / been

drink

drank

drunk

arrive and help are regular

___________________________________________________________________________________

Plik z chomika:

Inne pliki z tego folderu:

Inne foldery tego chomika: