Section1 LearnersandTeachers,andtheTeachingandLearningContext

Task 1 - Teaching and learning contexts

1. In what context will you be doing the CELTA course?

2. Do you know what context you will be teaching in after you finish the course?


Task 2 - The learners cultural, linguistic and educational backgrounds
1. Think about why you decided to teach adults.
2.
3.
4.
5. Think about what you, as an adult, bring to this learning situation.
6.
7.
8.
9. Look at your answers to questions 1 and 2 and use these ideas to help you to
write down what characterises adult learners.
10.
11.
12.
Task 3 - Finding out about learners
1. What would you want to find out about a group of learners that you had to
teach so that you could plan your lessons?
2.
3.
4.
5. How would you find out?
6.
7.
8.
Task 4 - Motivations for learning English
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?







Task 5 - The qualities and skills of a good language teacher
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?




Section2 LanguageAnalysisandAwareness
A: Grammar
Task 6 - Association with Grammar
Make a list of associations you have with the word grammar. (They may not all be
negative!)





Task 7 - implicit grammar
1. Correct
2. Incorrect I went to the movies last night.
3. Incorrect He often comes 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!)
7.
8. 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.






Task 9
Identify the underlined words in the following dialogue. Use a grammar reference
book or a dictionary to help you with this if necessary.
1. subject pronoun 2. indefinite article 3. co-ordinating conjunction 4. adverb of
degree 5. adjective6. modal auxiliary verb 7. demonstrative determiner 8.
preposition 9. verb 10. noun

Task 10 - Types of verbs
Decide if the underlined verbs in the following sentences and questions are lexical
verbs or auxiliary verbs.
1. Lexical
2. Lexical
3. Auxiliary
4. Auxiliary
5. Auxiliary
6. Lexical
Task 11 - be, do, and have - lexical or auxiliary
Decide if the underlined verbs be, do and have have an auxiliary or lexical function
in the following sentences and questions.
1. Lexical
2. Auxiliary
3. Auxiliary
4. Lexical
5. Lexical
6. Lexical
7. Auxiliary
8. lexical

Task 12 - modal auxiliary verbs
All of the following sentences (1-5) contain modal auxiliary verbs that are
underlined. Match the meaning of the modal verb to the definitions below (A-E).
1. You should see a doctor as soon as you can = C - Advice
2. You may go now, thank you. = E - Permission
3. This letter must be from Frank hes the only one who hasnt written so far.
= B - Logical deduction
4. I cant play the piano very well. = A - Ability
5. We could go out, but I dont know if Im in the mood. = D - Possibility
A.
Task 13 - Verb forms
Match the underlined verb form examples to the correct definition.
1. I worked until 7 oclock last night. = past tense
2. Theyve been seeing a lot of each other lately. = -ing form
3. She lives not far from here. = 3rd person present simple tense
4. You have to try harder. = base form
5. It was handed to me as I was leaving. = past participle form


Task 14 - past and past participle forms - regular and irregular
Think of the past form and the past participle forms of the following verbs. Which
are regular? Which are not regular?
Base from simple past past participle
hear heard heard
think thought thought
go went gone
do did done
take took taken
help helped helped
steal stole stolen
arrive arrived arrived
hear = irregular
think = irregular
go = irregular
do = irregular
take = irregular
drink = irregular
help = regular
steal = irregular
arrive = regular


Task 15 - different elements in verb phrases
Identify the different elements (past, present, modal, perfect, progressive, passive)
underlined in the following verb phrases.
1. I was hoping to see you. = past progressive
2. They might have got home by now. modal perfect
3. We have tried to help. = present perfect
4. They were being questioned at length. past progressive/continuous, passive
5. I saw it coming. = past simple
6. This time next week you will be lying on a beach. modal progressive

Task 16 - tense names
Identify the tense names of the underlined verbs in the following sentences. You will
most likely need to refer to a grammar reference book to help you.
1. I am having a really good time. present continuous/progressive
2. We stopped doing that years ago. past simple
3. She lives somewhere near here. present simple
4. We had been for a drink before we met him. past perfect
5. These computers are made in China. present passive
6. You will have been here for 2 days by then. future perfect
7. It happened as I was driving home. past simple, past continuous/progressive
8. I have been feeling unwell for a while. present perfect
continuous/progressive


Task 17 - time reference
The following examples of language contain different tenses which are underlined.
The name of the tense is also given. Decide what the time reference of each example
is and remember that the time reference may not match the tense name.
1. The sun was shining brightly in the sky. (past progressive) = past 2. Theyll have
finished work on the bridge by then. (future perfect simple) = future 3. Shes been
working in the garden all morning. (present perfect progressive) = past into the
present 4. Have you got a minute? I was wondering whether we could have a word.
(past progressive) = present 5. They own most of the land around here. (present
simple) = past, present and possibly future

Task 18 - Present progressive
What auxiliary verb is used to create the present progressive? The auxiliary
(be) is used as (am, is and are).
What is the form of the lexical verb of the present progressive? The -ing form
is used for the lexical verb.

Task 19 - present progressive time reference
Look at the following mini-dialogues below and decide the time reference or use of
the underlined examples of the present progressive.
A: How about going to a movie this evening? B: I cant. Im meeting Judy for a drink.
= a future appointment
A: Wheres Tony? B: I dont know where hes got to. A: Hes always running late.
past and present and possibly in the future, referring to a habit
A: It was late at night and dark and I was on my way back to the hotel. Suddenly, I
find Im walking down the street all on my own and I can hear the sound of footsteps
... using present in a past story was used to recreate and vitalize the dramatic sense
of that moment.

Task 20 - present progressive
What is the problem with the following examples?
1. Hes having a brother and a sister.
2. Im liking this ice cream.
3. What are you thinking of your new job?
4. This sauce is lacking salt.


B: vocabulary
Task 21 - Dictionaries
Make a list of what extra information dictionaries can provide about words apart
from the meaning.
Pronunciation example sentence part-of-speech different
senses Etymology whether the word is formal or colloquial frequency of use
(most common to least common) indicates whether the word is formal or
informal
Task 22 - meanings
In the following sentences, there is a vocabulary error of some kind. Identify and
describe the problem.
1. The word high is used for buildings and altitudes, can't be used to describe
human's physical hight. The correct word would be tallest. 2. Enervated is not
commonly used and it sound more formal in this context. The word "tired" would
be a better one to use in this sentence. 3. Pretentious is attempting to impress by
affecting greater importance, which has more of a negative sound than what
intended in this context, which is to praise. Clever would be a better word to use in
this context. 4. Slap has more of a negative sound to be used in this context which
intended to mean a loving touch or pat. 5. Footing means a secure grip with one's
feet, but in this context is used to mean jogging which is an incorrect use of word in
English. Footing is used in French to mean jogging.
Task 23 - collocation
In the following sentences, you can find the following examples of collocation: 2
verb-noun collocations; 1 verb-preposition collocation; 1 adjective-noun
collocation; 3 adverb-adjective collocations.
Underline and identify these different examples. Note: some sentences contain more
than one collocation.
1. Not only was he nice, but he was also strikingly handsome. Adverb - adjective
2. After he got up, he made his bed and did some housework. verb - noun
3. It was absolutely fabulous! Adverb - adjective
4. They both really depend on each other. Verb - preposition
5. Their farewell at the airport was highly emotional. Adverb - adjective
6. She was caught in a vicious circle. adjective - noun



C: Phonology
Task 24 - terms and their definitions
Match the terms 1-3 with the definitions A-C.
1. stress = B. giving emphasis to one syllable 2. phoneme = C. an individual
sound 3. intonation = A. the music of our voices


Task 25 - outcomes of problems in pronounciation
Match the problems 1-3 with the outcomes A-C.
1. an individual sound is mispronounced = B. the listener might understand
bin when the speaker wanted to say pin
2. a request is made with very flat intonation = C. the speaker can sound
arrogant and demanding
3. the wrong syllable is stressed in a word = A. the word is incomprehensible
A.
B.
C.
Individual sounds
Task 26
What are these words?
1./ eW / 4./pi...sfWl / 7./s...t /
2.sa .j .kweWn
3.ln wd .k...l . W
Word Stress
All words of two or more syllables in English have word stress. The stress can be
marked by putting a box (or circle) over the vowel sound in the stressed syllable.

For example: individual responsibility effect

Task 27
Where does the stress fall on the following words?
1. guarantee 3. mechanisation 5. retreat 7. success 9. identity
2. cavalry 4. language 6. speculative
8. balance 10. articulate (adjective)
There are few hard and fast rules that govern word stress. One rule that does work
is that words ending in ion (e.g. station, election, division etc.) have stress on the
syllable immediately before the ion syllable. This is the case even for quite long
words:

industrialisation
Task 28
1. Mark the main stress on the words in the following 'word family'. Why do you
think non- native speakers often experience problems with these words?
photograph photography photographer photographic 2. Mark the stress in the
following pairs of words. Can you identify a pattern?
to record / a record to increase / an increase to present / a present to import / an
import
_________________________________________________________________________________
17
Weak forms
The most common vowel sound in English is the sound found in many unstressed
syllables. It is called the 'schwa' and is denoted by the symbol / W /.
/W/ For example: father
The first syllable is stressed. The second syllable is unstressed and contains the
weak sound.

Task 29
Underline the / W / in the following words: mother forget announce tonight
notable mention patrol indicative