CELTA Pre-interview task1

Name: Tarveen Walia

These tasks are designed to help you think about the English language and how it works. It
should also help you decide what kind of review you need. Your answers to the tasks may
also be referred to in an interview so it might be useful for you to make a copy of this task.
You may wish to refer to a grammar reference book such as:
!ichael "wan #ractical English $sage %&ford $niversity #ress '(()
Please write by hand if youre not submitting this by e-mail.
I. LANGUAGE
A. Grammar
*ook at the incorrect sentences below and:
a+ correct the verb,
b+ name the tense,
c+ comment briefly on the use of the correct tense.
example: I took a shower when the doorbell rang.
-orrection: I was taking a shower when the doorbell rang.
Tense: Past continuous/progressive
$se: An action already in progress at a particular time in the past.
'. I had been to France two years ago.
a+ -orrection:
I have been to .rance two years ago.
b+ Tense:
present perfect
c+ $se:
We generally say I have been to a place.
/. Ive been !nderstanding yo! a"" a"ong.
a+ -orrection:
I0ve understood you all along.
b+Tense:
1ave2 understood: #resent perfect
3 The 4ritish -ouncil New 5elhi /6'7
The #nited $ingdoms internationa" organisation %or ed!cationa" o&&ort!nities and c!"t!ra" re"ations. We are registered in England as a charity.
CELTA Pre-interview task1
b+ $se:
"ome verbs such as know8 like8love8need 8prefer are not normally used in the
continuous tense.
7. Look at the sky' It wi"" snow.
a+ -orrection:
*ook at the sky9 It0s going to snow.
b+ Tense:
Is2 going2 to: present continuous
c+ $se:
When we say :something is going to happen0 we know this because of the
situation now: we can see the clouds and predict that it0s going to rain.
(. )eaning
1ow would you e&plain to a foreign learner the difference in meaning between the
following sets of sentences;
example: <. I like going to the beach.
4. I0d like to go to the beach.
E&planation: A: Means I like it in general and describes someones
habits/hobbies.
B: Means I ant to go ! at some "#t#re time$ ma%be tomorro.
'. "he remembered meeting him.
"he remembered to meet him.
E&planation:
<: !eans she remembered meeting him sometime in the past maybe it was a planned
meeting or they ran into each other.
4: !eans she made it a point to meet him she sought him out.
/. I used to play tennis.
I am used to playing tennis.
I played tennis.
E&planation:
<: !eans :playing tennis0 is an activity that I used to do regularly :in the past0 have
discontinued it now.
4: !eans it is a habit I play tennis regularly.
-: !eans it0s an action completed in the recent past.
3 The 4ritish -ouncil New 5elhi /6'7
The #nited $ingdoms internationa" organisation %or ed!cationa" o&&ort!nities and c!"t!ra" re"ations. We are registered in England as a charity.
CELTA Pre-interview task1
7. If he works hard he0ll pass the e&am.
If he worked hard he0d pass the e&am.
E&planation:
<: !eans his passing the e&am is a real possibility provided he works hard.
4: !eans his passing the e&am is an unreal e&pectation do not e&pect it to happen.
C. F!nctions
'. *ook at the following sentences and decide what function is being used in each case.
The first one has been done for you.
*entence F!nction
5o you fancy coming to the cinema tonight; in&itation
%pen the window will you; -ommanding8 ordering
-ould you tell me the way to the cinema; !aking a re=uest
Why don0t you buy the blue one; !aking a suggestion
Would you like some tea; !aking an offer
-ould you help me out please; !aking a polite re=uest
I am afraid I am not satisfied with the service. E&pressing regret
I0m really sorry he did that. <pologising
It wasn0t my fault the bus had an accident on
the way to class > sorry I am late9
!aking an e&cuse8 ?ustifying
It won0t happen again. #romising
It0s free@ing in here. <sking for permission
I understand your viewpoint but do not agree
with it.
5isagreeing
No I can0t allow you to go home before you
complete your work.
Aefusing permission
If he misbehaves around my sister again he
will have to face me.
Threatening
/. What other functions can you think of that haven0t been e&pressed by the sentences
above; Write them in the table in the spaces provided.
7. -onsider the following re=uests. <ll are asking the same thing but using different
language:
'o#ld %o# hel( me o#t)
*o#ld %o# (ossibl% hel( me o#t)
+o me a "a&o#r and hel( me o#t)
,el( me o#t ill %o#)
7.a. Bive e&amples of three other ways we could make this re=uest.
3 The 4ritish -ouncil New 5elhi /6'7
The #nited $ingdoms internationa" organisation %or ed!cationa" o&&ort!nities and c!"t!ra" re"ations. We are registered in England as a charity.
CELTA Pre-interview task1
'. Would you mind helping me out ;
/. -ouldn0t you help me out with this;
7. -an you help me out pl;
7.b. What factors are important in deciding which of these forms should be used;
*earner level situations where these sentences are to be used.
7.c. Which e&ponent of re=uest would you choose to teach to a beginner class; Why;
4eginner level courses focus on greetings introductions re=uests and small talk so I
would choose :-an8 -ould0 to teach this function.
+. ,ocab!"ary
1ow would you e&plain in simple terms the difference between these words;
1. tri&-.o!rney
tri&/ You make a trip when you travel over a shorter distance to a place and
come back the same day.
0o!rney/ You undertake a ?ourney travelling from one place to another over a
considerable distance.
1. ass!me-&res!me
ass!me/ to accept as truth without proof
&res!me/ to suppose that something is the case on the basis of probability
2. %at-&"!m&
%at/ overweight
&"!m&/ is a synonym of fat used in a positive connotation suggests a rounder
appearance
E. Phono"ogy
Indicate the number of syllables and the main stress in the following words using:
l stressed syllable
% unstressed syllable
example: geological oo l oo sensiti&e l oo
Note pl.: I haven0t been able to colour the dark roundel so have used a bigger roundel
for the stressed syllable.
temperature : %oo
3 The 4ritish -ouncil New 5elhi /6'7
The #nited $ingdoms internationa" organisation %or ed!cationa" o&&ort!nities and c!"t!ra" re"ations. We are registered in England as a charity.
CELTA Pre-interview task1
milk bottle : %66
demand : %%
present : %%
Cto+ present : %%
advertise : %%%
photographic : %%%%
colleague : %%
photograph : %%%
II. APPROAC!" #O #!ACI$% A$& '!AR$I$%
'. Think about your e&perienceCs+ in learning a foreign language. What do you think makes
an effective language lesson;
I haven0t felt the need to learn a foreign language yet. English is my second language
and I was fortunate enough to have grown up in a bookDloving family that meant that I
was always surrounded with lots of books and opportunities of reading and speaking the
language that resulted in my absorbing the language almost effortlessly.
I have been teaching English to learners for =uite some time now. <ccording to me an
effective language lesson is one where:
the teacher has a clear well thought out plan for the lesson with an opening a
se=uencing and a proper closing
there are plenty of opportunities for learners to practice meaningful use of the
language
3 The 4ritish -ouncil New 5elhi /6'7
The #nited $ingdoms internationa" organisation %or ed!cationa" o&&ort!nities and c!"t!ra" re"ations. We are registered in England as a charity.
CELTA Pre-interview task1
TTT C Teacher Talk Time+ is less
<ll learners participate in the activities
the teacher has good classroom management skills is able to build a positive
atmosphere towards the class and the sub?ect is able to handle all kinds of
disruptions8 deal with learner ennui8 keep the learners motivated.
/. The -E*T< course re=uires a lot of team work. .or e&ample you are re=uired to work
together on lesson planning as well as give and receive feedback following practice
teaching sessions. Imagine that you have ?ust done a poor lesson and you are looking
forward to feedback from your peers. 1ow would you e&pect the feedback to be given;
I would e&pect that my peers give me an immediate oral8 written feedback about my
session start the feedback session by outlining the goal which will help me see the
ob?ectives that their feedback plans to achieve. I would also e&pect clear instructions
and that the pitch they use is corrective in nature not merely positive.
4eing only human I would greatly appreciate that they switch to elicitation and :what if0
scenarios in case they find that their direct feedback is not going down well with
me C I0m either unable to understand what they0re saying8 am not in a receptive
mood+ in order for me to keep the focus on my progress.
7. In some cultures students are e&pected to speak only when spoken to by the teacher
and to interact only with the teacher. 5o you think this is a good practice; Eustify your
answer.
*ecturing is the least effective method of teaching. #eople learn when they are actively
involved in the activity while they are busy doing things. #eer work helps in collaborative
learning. Therefore too much stress on TTT C Teacher Talk Time+ in a language class will not
help in learners ac=uiring the language. 5epending upon the level of learners C beginner
intermediate or advanced+ and the need language teachers need to provide useful and
relevant language practice which will help their learners gain confidence in their ability to
learn the language.
3 The 4ritish -ouncil New 5elhi /6'7
The #nited $ingdoms internationa" organisation %or ed!cationa" o&&ort!nities and c!"t!ra" re"ations. We are registered in England as a charity.