T1. 1.IwillbedoingtheCELTAcourseinaclosedgroup,perhapsmultilingual.Itllbeaparttime course,thelearnerswillhavesomeformaleducation,mixedabilitiesandmixedgenders.Wewill takedayclassesandhaveteacheswithnonEnglishspeakingbackgrounds. 2.Iwillbeteachingonetooneandsmallgroupclasses,monolingual,closed,parttime,learners withpreviousformaleducation,similarabilitiesandmixedgenders.Theywillbedayandevening classes. T2. 1.IhavedecidedtoteachadultsbecausetheyareusuallymotivatedandawareoftheirEnglish necessity.Theyalsobringtheirpreviousexperiencetotheclass,andhaveanidentityfully formed,soitseasiertotalktothemaboutinterests,opinions,etc.Ialsolovehearingabouttheir storiesandgettoknowthem.Andwedontusuallyhavedisciplineproblemswithadults. 2.Asanadult,Icanbringintoclassmyexperienceofhavinglearnedanotherlanguageandalso myknowledgeaboutthelearningprocess,aswellasacriticalmindandmyownworldview. 3.

Adultshaveagreatersenseofmotivation,bringmoreofthemselvestotheclass, experiencewise,theyhaveagreaterattentionspanandfewerdisciplineproblems.Itseasierto gettheircooperation.Theyalsobringtheirlearningexperiencetoclass,goodorbad. T3. 1.Firstly,IwouldwanttofindoutwhytheywanttolearnEnglishforandwhataretheirmotivation andneedsfordoingso.IdwanttoknowiftheydhadapreviousEnglishexperience,whatthey likeanddislikeaboutthelanguageandwhethertheyspeakotherforeignlanguages.Idalsowant toknowsomepersonalinformationsuchasage,job,maritalstatus,hobbiesandpassions 2.Iddothatthroughenrollmentforms,needanalysisandgettingtoknowyouactivities,like interviewsinpairsandopenquestionsforthestudentstoanswer.Idalsotellthemalittleabout me,inordertomakethemfeelsafe. T4. Learnerswithextrinsicmotivationarethehardesttoteach,theonesthattakeEnglishclassesas ameanstoanende.gtogetapromotion.Ifindtheonesunderpressurefromfamilyorwork speciallydifficult. T5. isapproachable,inspiresconfidence,issensitivetolearnersaspeople,isenthusiasticand inspiresenthusiasm,doesnotcomplicatethingsunnecessarily. T6. Structure,order,logicalthinking,board,verbs,tenses,rules. T7. 1.Correct.

2.Iwenttothemovieslastnight. 3.Heoftencomeslate. 4.Correct. 5.CanIhaveablackcoffee,please? 6.Peoplewith12itemsorfewercanqueuehere. T8. Teachersshouldknowaboutgrammarinordertouseitwell,understandthelanguagebetter, identifymistakesandcorrectthem,andmostimportantly,explainthingsinabetterandsimpler way. T9. 1.youpronoun 2.aarticle 3.butconjuction 4.quiteadverb 5.abstractadjective 6.couldmodal 7.thosepronoun 8.forpreposition 9.meanverb 10.plungernoun T10. 1.Lexical 2.Lexical 3.Auxiliary 4.Auxiliary 5.Auxiliary 6.Lexical T11. 1.Lexical 2.Auxiliary 3.Auxiliary 4.Lexical 5.Lexical 6.Lexical 7.Auxiliary 8.Lexical T12. 1.C

2.E 3.B 4.A 5.D T13. 1.pasttenseform 2.ingform 3.3rdpersonpresentsimpletense 4.baseform 5.pastparticiple T14. Regularverbs:help,arrive Irregularverbs:think,go,do,take,drink,steal. T16. 1.Presentprogressive 2.Pastsimple 3.Presentsimple 4.Pastperfect 5.Presentsimplepassive 6.Futureperfect 7.Pastsimple/Pastprogressive 8.Presentperfectprogressive T17. 1.Past 2.Future 3.Present 4.Present 5.Present/Past/Future T18. be ing T19. 1.nearfuture 2.routine/habit 3.past T20.

1.Hehasabrotherandasister HeshavingababyHellbeafatherofanewbornbabysoon 2.Stativeverbemotionalstate Ilikeicecream. 3.Stativeverbmentalstate Whatdoyouthinkof...? 4.Thissaucelackssauce. Lackisastate,notanaction. T21. Pronunciation,phoneticsnotation,wordcategory,originandfirstuse,context,synonyms, antonyms. T22. 1.Hesthetallest 2.Imfeelingalittletired 3.Theideas..areoriginalandambitious/innovative. 4.Alovelysmack 5.Iliketogowalking T23. 1.strikinglyhandsomeadjective+adjective 2.madehisbed,donesomehouseworkverb+noun 3.absolutelyfabulousadjective+adjective 4.dependonverb+preposition 5.highlyemotionaladjective+adjective 6.viciouscircleadjective+noun T24. 1.B 2.C 3.A T25. 1.B 2.C 3.A T26. 1.their 2.south 3.language 4.peaceful

5.young 6.cool 7.search 8.equation 9.sugar T27. 1.guarantee 2.cavalry 3.mechanisation 4.language 5.retreat 6.speculative 7.success 8.balance 9.identity 10.articulate T28. 1. photograph photography photographer photographic Ithinklearnersexperienceproblemswiththesewordsbecausetheyarefromthesamefamily andyetthestressfallsondifferentsyllablesineachword,withnoclearrule. 2. torecord/arecord toincrease/anincrease topresent/apresent toimport/animport Theverbshavestressonthesecondsyllable,andthenouns,onthefirst. T29. motherforgetannouncetonightnotablementionpatrolindicative T30. TodayIvereadarestaurantmenuandscanneditforaspecificdishIvereadsomereligion newsandtriedtoinfertheauthorsopinionaboutitandIvealsoreadateachingbook, intensively.

T31. 1.Readingfordetail 2.Scanreading 3.Readingtoinfer 4.Skimreading T32. Youmayfailtogettheoverallideaofthetext. T33. Mostpeoplearevisual Listeninghasatimeissueinitselfthatreadingdoesnt Readinggivesyoumoretimetoprocess Differentaccents DifferentEnglishesformal,informal,native,nonnative,regional/groupspecificexpressions

T34.Colocarmotivo
IvelistenedtoafriendtalkingaboutrelationshipproblemsanditwasanintensivelisteningIve listenedtoaninterestingspiritualitypodcast(personalinterest)andIlistenedtoinfermeaning andIvealsoheardaconversationonthesubway,outofcuriosity,itwaslisteningforgist.

T35. 1.Intensivelistening 2.Listeningforgist 3.Scanning 4.Intensive 5.Listeningtoinfer 6.Listeningforgist T36. Methodologyreasons,toomuchfocusongrammar Studentisinsecureanddoesnttakeriskswiththelanguage S/hehasbeenthroughteachercenteredclasses T38. 1.Transactional 2.Transactional 3.Interactional 4.Interactional 5.Transactional 6.Interactional

T39. Ithelpsthembeingabletocommunicate,improvesconfidenceasaresultandalsohelpsto memorizenewstructuresandvocabulary. T40. 1.Spoken 2.Written 3.Spoken 4.Spoken 5.Written 6.Spoken 7.Spoken 8.Written 9.Written 10.Written 11.Spoken 12.Spoken T41. 1.ShethrewtheballhardsoithurtwhenIcaughtit. Orallanguageinterference 2.MybrotherlivesinSweden Probablyatypingerrorordigitalcommunicationlanguage 3.NomatterhowhardItry,itneverworks. Adversityconjunctions 4.Firstofall,heinvitedmetositdown.Afterthat,heofferedmeacoffee.Iwasverysurprisedby hispoliteness. Thelearnerdoesnotusepunctuationandcapitalizationinthesentence,whichcouldbe becauseofthekindofcommunication(e.gtextmessages)orhedidn'tlearnhowtouseit correctly,perhapsbecausehe`sgettingusedtotheRomanscript. T42. 1.Iassumesomeofthedifficultiesare:wordorder,connectives,repetition,spelling,punctuation andcapitalization. 2.Activitiesthatinvolvesusingconnectors(suchasand,but,so,when)toformsentences. Punctuationexercises,showingdifferencesbetweensentencemeaningduetocommas, periods,questionmarks,etc. Peercorrection,forsomestudents. T43. a.Personalaim

b.Interactionpattern c.Lessonaim d.Procedure e.Anticipatedproblems f.Stageaim T44. 1.f 2.g 3.b 4.e 5.i 6.h 7.d 8.c 9.a T45. 1.Problem:Difficultvocabulary "Writedowntheanswer" 2.Problem:Notobjetive "Lookatquestionnumber4.What'stheanswer?" 3.Problem:Toomuchinstructionatonce. "Gotopage4. Readthetexttoyourself. Answerquestions1,2and3. Compareyouranswerswithyourpartner. Writeashortsummaryofthestory. Discussthesummarywithyourpartner." 4.Problem:Teacherwasn'tspecific. "Lookatquestionnumber4.Answerit." T46. 1.Iwouldtalktothestudentabouttheimportanceofgroupworkand,ifthestudentstillis unsatisfied,I'dsuggestindividualclasses. 2.I'dtellthemthataEnglishonlyclassmakesthemindependentpeoplewhenI'mnotpresent. ThenIwouldtakemorevisualmaterialstotheclasses,tohelpwithcomprehension. 3.Iwouldassignadifferentpartnertohimorherandworkonculturalacceptancenextlessons. 4.Iwouldtellthispersonthatthebookgivesusanimportantstructuretofollow,butwecould havemorespeakingactivitiesinclass. T47. Classarrangement:Studentssitinpairs,teacherwalkstomonitortheirconversationand

answerpossiblequestions. Resources:Handoutswithcoursesinformationforassistants(StudentsA) CharacterinformationandquestiontopicsforStudentB Anticipatedproblems:Studentsfinishingtooquickly,failingtogetintocharacterandnotknowing whatorhowtoask. T48. 1.Slim/Thin I'dshowthempicturesofafitnessmodel(slim)andofanAfricanchild(thin)andpinthemonthe board.ThenIwouldwriteunderthem:"Healthy"and"Nothealthy".BelowthefirstIwouldput "slim/thin"andundertheformerI'dwrite"thin" 2.Towink/toblink Iwouldusegesturestoexplainthisone,closingoneeyeandsmiling"wink"andclosingboth eyes"blink" 3.Iusedtogetupearly/Iamusedtogettingupearly Iwouldtellthemtofindthedifferencebetweenthesentences:"IusedtogetupearlywhenIwas inschool"and"IamusedtogettingupearlybecauseIgotoworkat7ameveryday".Ifthe studentsfailedtonoticethedifference,I'dcircle"was"andaskfortheverbtense,thesamething with"go". 4.Nervous/upset Iwouldtellthemastorywithpictures:IwasnervousbecauseIhadanimportantexam.Ihad studiedalotforit,butIdidn'tpass,soIgotreallyupset. 5.4weeksago/4weeksbefore I'dusetimelines,sentencesanddates: Fourweeksago,Iwenttothebeach(onJuly1).Fourweeksbeforethat,Ihadgonetothe mountains(onJune1). 6.Idoit/I'lldoit Iwouldisolatethesoundsof"I"and"I'll"andaskthemtorepeatethemwhilepointingtothe wordsontheboard. 7.Read(present)/Read(past) Iwouldwritebothwordsontheboard,oneinblackandtheotherinred.ThenI'daskthecolors namesandcompare"read(past)"with"red"andaskthemiftheyseeanydifferenceinthe soundsbeforetellingthemit'sthesame. 8.Put/putt Iwouldcomparethesoundofputtobootandputttobut. 9.Record(noun)/record(verb) Iwouldhighlightthewords'stressbyclappingandunderliningthestressedsylablesonthe board. 10.Live(verb)/live(somethinghappeningnow) Iwouldisolatethesoundsof"I"andaskthemtorepeat.AfterthatI'dcontextualizethewords:"I liveinSaoPaulo","IwanttoseeU2live"/ T49.

1.Ithinktheactivitywasn'tsuccessfulbecausetheteacherdidn'twarmupthestudentstothe activityand,mostimportantly,becausethestudentswereaskedtoreadthetextaloud.When theydothat,theygetconcernedabouttheirpronunciationanditishardertopayattentiontothe textandunderstandit,evenfornativespeakers. Theteachercouldaskthestudentsforwordsrelatedtothetopic,putontheboardsomewords thatcouldbedifficulttothestudents,checkcomprehension,explaintheonestheydidn't understoodandaskstudentstofindthesewordsinthetext.Afterthat,studentsmightreadthe textsilentlyandtheteacherwouldaskquestionsaboutitscontent. 2.Theteacherseemedtohavefailedongivingtopicsfordiscussionandattractingstudents attentionandinteresttothetheme. Onewaytostarttheactivitywouldbetoshowthemavideoaboutcities(suchas http://youtu.be/kZgm8f8K_w0,thefirst1:30min)andaskthemaboutpositiveandnegative aspectsoflivinginthecity,whilewritingtheemergingtopicsontheboard(housing, environment,people,entertainment,etc).Afterthat,theteacherwouldaskthestudentstotell theirpartnerswhytheylikeornotlivinginthecity,givingreasonsbasedonthesubtopicsonthe board(andothersthattheymaycomeupwith)anddiscussingthem.Teacherwouldmonitor. Afterthat,studentswouldsharetheiroftheirdiscussionstotheclass.