Language Link China Cambridge CELTA preinterview Task

Name: El Feky Abdel Sattar Date:22/05/2013.

This task is designed to help us assess your ability to think about and research language. We recommend you use the grammar reference books below to help you: English Grammar in Use Practical English Usage How English Works by Raymond Murphy (CUP) by Michael Swan (OUP) by Michael Swan & Catherine Walter (OUP)

The aim of the task is to give us some idea of your suitability for the course and it will be referred to, and expanded on, during the interview. If you are attending the interview by phone / Skype, please have the task nearby.

1. GRAMMAR (Form)

In each of the following sentences underline the main verb and identify the tense used.
e.g. I was living in Italy in 1998. I was living in Italy in 1998. past continuous a) We never go to the theatre these days. present simple b) Were saving up to travel abroad. c) Weve already been to Europe. present progressive . present perfect

d) We didnt have enough money to go further. past simple e) We had spent all our savings by the end of the summer. past perfect

2. GRAMMAR (Meaning) What would you say to a student who asked you to explain the difference between these pairs of sentences?
e.g. I bought a newspaper this morning. / Ive bought a newspaper this morning. In the first sentence, the action started and finished in the past, i.e., it is no longer morning. In the second sentence, the newspaper was purchased in the recent past, i.e., it is still morning. a) She speaks French. Shes speaking French. In the first sentence it is a fact that she can speak French, it doesnt mean she is doing this now. In the second sentence she is speaking French now. b) Did you remember to sign the letter? www.celtachina.com.cn 1 / 5

Language Link China Cambridge CELTA preinterview Task

Do you remember signing the letter? In the first sentence, he remembered then signed. In the second sentence. He remembers that he signed the letter.

3. GRAMMAR (Parts of speech) Match the parts of speech in the box to the underlined words.
noun preposition verb conjunction adjective article adverb

e.g. Suddenly an idea came to her.

Idea is a noun.
a) Have you seen the new Nokia phones? adjective b) We went for a walk through the park. preposition c) Thats the one I was talking about. article d) A man walks into a bar and says, ouch. conjunction e) Drive carefully - the traffic here is terrible. adverb f) Theyve just bought a new house. verb

4. PRONUNCIATION (Stress) Look at the words below and underline the syllable that carries the main stress. e.g. photographic a) example b) grammar c) referee 5. LEXIS Underline the odd one out in the following groups of words and give your reasons.
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d) dictionary e) communication f) authorise

Language Link China Cambridge CELTA preinterview Task

e.g. always never slowly rarely Slowly is the odd one out. Slowly is an adverb whereas always, never and rarely are adverbs of frequency used to describe how often things are done. a) taken went seen forgotten

Went is the odd one out because the last two letters are nt and the other words end with en. b) luggage plate cutlery furniture

Cutlery is the odd-one out because it ends with the letter y and all the others end with the letter e.

c)

rough

tough

enough

cough

Enough is the odd one out because it stats with a vowel and all the others start with a consonant.

6. WRITTEN TASK
Choose 2 of the following and write approximately 250 words for each. Please attach your writing tasks and submit them via e-mail along with your application. a) b) c) AWhat would you teach a class of beginners in their first lesson? What do you think are the particular problems associated with teaching adult learners and how would you approach them? Describe a positive learning experience you have had and the role the teacher played in this.

a) Teaching a class of beginners in their first lesson

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Language Link China Cambridge CELTA preinterview Task

The following are some steps the teachers should follow during the first lesson for beginners.

Managing the class settings: Speaking gently and quietly and as little as possible, get the
class into the room and settled down. Use plenty of gestures here e.g. point to where you would like someone to sit or maybe show them gently to the right place.

Greetings: Begin the lesson by going up to the very first student in the front row and shaking their hand
and saying, "Hello" nice and clearly. They will probably not respond so keep shaking in a friendly way and gesture to them (use your hands to point to them then yourself). When the first student has said, "Hello" back to you, give a little cheer and show that you're pleased. Then move on to the next student and do the same.

Telling the teachers name: With the class sitting watching you, stand at the front and say clearly your
name. Say it several times, gesturing to yourself as you do so, you may write it on the board. Now guide the students to do the same. Go round several students like this practicing the gesture and the names. Make sure that the students understand that when you gesture to them, they need to respond with their name. Once the first student has responded correctly, move on to the next.

Content: The students are by now familiar with two basic phrases:
Hello My name is ... Other basic phrases can be taught such as: I am from He is from

Recap
Repeating all the things taught in class for this period.

B-

The particular problems associated with teaching adult learners and how would you approach them There are many problems related to teaching a foreign language to adults of these problems: A- Articulation disorder: It is a case if inability to correctly produce speech soundsphonemes because of imprecise placement, timing, pressure, speed, or flow of movement of the lips, tongues, or throat. In other words it refers to a disorder in the mechanics of speech and sound production. To solve this problem, teachers should assign lab hours for practicing the language. Small group workshops can help solve this problem as well. www.celtachina.com.cn 4 / 5

Language Link China Cambridge CELTA preinterview Task

B- Heavy Accent: It is when you come from a different country and go to, for example the states, when you talk in English but you can clearly hear your accent as sounding like Japanese, Chinese, Indian or Mexican or any other nationality. Neutral is when you have no accent at all but could speak the language fluently. No one would know what country youre from because youre not sounding like a native of a country speaking another language. One of the practical solutions for this problem is the listening and speaking classes. Students with this problem need to work on their oral language. Speak up clubs may also help solve this problem. Another effective solution is that students with heavy accents need to read aloud a lot . Considering communication skills are on top of all the other skills needed to learn a language. Adult learners should deal with articulation and accent as a must for them to have some command. Without controlling the articulation and the accent, communication would be dropped.

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