CELTA PRE-INTERVIEW TASK

Agouza, Cairo
2014
Name:

Please mark the course you would prefer to attend (all dates are for2014) *
April 27 - May 22

June1 June26

August 17 September 11

October 19
-November 13

November 23 December 18

CELTA PRE-INTERVIEW TASK

The object of this task is to help you start thinking about language from a foreign learners point of
view, and to begin to consider approaches to the classroom. The task below will form the basis of the
interview and you are asked to write your answers in note form unless otherwise instructed. Some of
the questions in the task will be discussed with you in more depth if you are invited to interview.
PLEASE WRITE YOUR ANSWERS IN THE SPACES PROVIDED.
PART 1 LANGUAGE AND METHODOLOGY
SECTION A-GRAMMAR

The following sentences contain errors in the use of the verb tenses which are often made
by learners. Correct the errors. Give the name of the correct tense and a brief explanation
of how its being used in this context.
Example:
Correction:
Correct Tense Name:
Use:
arrangements.

Do you go to Ranias party next Friday?

Are you going to Ranias party next Friday?
Present continuous
The present continuous is used here to talk about future

1. I have arrived in Cairo last Monday.

correction:
correct tense name:
use:
2. Im usually visiting my parents once a week.
correction:
correct tense name:
use:
3. When I got to the airport, I realised I left my passport at home.
correction:
correct tense name:
use:
4. I can't come to your house tonight, because I'll have dinner with my family.
correction:
correct tense name:
The British Council
The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

CELTA PRE-INTERVIEW TASK

Agouza, Cairo
2014
use:
SECTION B-CLARIFYING LANGUAGE
1-You

are teaching a group of learners at pre-intermediate level when the words much and
many + noun come up. How could you clarify the difference between the two? Think about
how you can make the meaning clear, trying to avoid over-complicated language.

.
2. Imagine that you have to teach some vocabulary associated with transport (e.g. bus,
bus stop, ticket, etc) to a group of elementary learners.
How would you teach these words and other ones related to them?
How would you check that the students had understood?

3. Label the seven underlined words using the correct word class. The first has been done as
an example.
My students rightly expect me to research my grammar before I deliver the lesson.
My = adjective
rightly =
me =
to=
research =
grammar =
deliver =
the =

SECTION C: METHODOLOGY

The following1 are examples of lengthy instructions which a teacher might give in class.
How would you change them to make them easier for elementary level (with limited English)
students to understand?
1)

Example: Now actually I would really like it if you could now stand up yes everyone please.
Simplified: Stand up (or just a gesture)
a. If I were to ask you for your opinion on smoking what do you think you might say to me?

b. Would you like to tell everyone the answer you were thinking of again, because I dont
think they heard it when you spoke so quietly and Im sure wed all be interested in hearing it
again if you could please?

The British Council

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

CELTA PRE-INTERVIEW TASK

Agouza, Cairo
2014
c. Well that wasnt really what I was hoping youd say when I asked that question. I was
actually looking for the name of the verb tense not an example sentence but what you gave
me was fine only does anyone I wonder have the answer Im looking for?

Taken from Scrivener, J. Learning Teaching, Macmillan, 1994

2) You plan to use a newspaper text in your class for reading practice. Here are some of the
activities you have planned for the text. Decide what order you would do them. Explain your
rationale for the order.
a. The learners find examples of the past tense in the text
b. The learners read the text and answer ten questions on the information in it
c. Give the learners the headline from the article and they predict the possible content- they
read to check
d. The learners discuss their opinions on the text

SECTION D: PRONUNCIATION
Mark the main stress on the word below by underlining the vowel of the stressed syllable.

Example: hospital / understand

1. allow

2. prediction

3. controversial

4. photograph

5. photographic

6. photographer

7. prefer

8. preference

9. record (noun)

10. record (verb)

SECTION E: LANGUAGE IN CONTEXT

1. Look at the exchange below and the labels on the right.
A: Would you like to come to the cinema tonight? INVITING
B: Yes, Id love to.

ACCEPTING AN INVITATION

The British Council

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

CELTA PRE-INTERVIEW TASK

Agouza, Cairo
2014
We call these labels (i.e. inviting, accepting an invitation) FUNCTIONS. It is simply a way of
categorising the speakers intention. Look at the short dialogue below and label the function of each
utterance. Put your answer in the column on the right.
A: Hey, Bob!

ATTRACTING ATTENTION

B: Yeah?

A: Give me a hand with this suitcase, will you?

B: Sorry, but Jennys waiting for me.

A: O.K. Never mind.

This dialogue is clearly a very informal one between two speakers who know each other. Write a
similar dialogue in the space below on the same topic using the same functions between two
people who dont know each other.
A
B
A
B
A
PART 2 APPROACHES TO TEACHING AND LEARNING
Please write about 150 words (no bullet points) for the following task:
1. Think of two different learning experiences in your life, one of which was successful and
one which was not. Highlight the three main factors in each case which made the
experience successful or unsuccessful.

The British Council

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

CELTA PRE-INTERVIEW TASK

Agouza, Cairo
2014

Please remember that you may be asked to deal with the points discussed in this task at greater
depth in the interview.
We hope that having done this task you have a clearer idea of the three factors involved in being an
effective language teacher:
-

successful management of people

a clear understanding of the language you are teaching

the ability to put this understanding to practical use in the classroom.

The British Council is an equal opportunities employer.

The equal opportunities policy applies to selection onto the Cambridge CELTA.

The British Council

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.