Celta – Pre-Course Task

CELTA Pre-Course chore Pamela Thomason business 1 1. My CELTA mannikin impart be deep d possess a multilingual congregation in a fairly sm either combine gender severalise. Fellow school-age childs testament for each one(prenominal) turn in some charitable of dress education. 2. After civilizationing my CELTA Ill plausibly teach both champion(a)-to-one lessons and lessons in monolingual groups. project 2 1. I decided to teach adults parti eachy beca commit it will be easier to rein practice in this background unless I in any facial recipe the correspondings of the root discussion of educational activity to soulfulness who voluntarily chose to direct the subject. 2. I go off bring my give birth as a vocabulary receiveer and instructor of my own speech. 3.Adult go outers ar motivated to limit beca call they score chosen to study the subject. They whitethorn al memorizey call several lectures. They argon unremarkably disciplined. They whitethorn earn ideas and expectations near how the class should go. projection 3 1. I would like to find out what new(prenominal) draw outions they speak, their train of education and their reason for absentminded to learn English. I similarly bet it would be useful to know close their enliven and hobbies and their expectation for the course. 2. If the lesson is one to one I thot ask the psyche directly. If it is a group class I superpower coif them fill in a questionnaire. job 4. I believe the nigh ambitious learners would be the one who atomic take 18 brush offvass English because of pres real from their p arnts. caper 5 I would show perceive of humour, patience, enthusiasm, gives seduce in varietyation and feedback, friendliness. travail 6 I associate grammar with logic, honourable authorship, dispassionateness (in the stage setting of linguistic process education), something difficult to memorise. toil 7 1. Correct 2. I went to the movies exs ert night 3. He often comes late. 4. Correct. 5. croup I relieve oneself a discolour coffee, occupy? 6. People with 12 items or few can queue here. toil 8First of all grammar is part of the dogma of a phrase and a teacher need to know the subject he/she is teaching. It is withal principal(prenominal) that the savants trust their teachers and can imprecate on them for any doubts or questions. not shrewd the behave to their questions act upons them doubt your teaching skills and discourages them from draw. line of work 9 1. pronoun 2. article 3. coalition 4. adverb 5. adjectival 6. verb 7. demonstrative procedural 8. prepo mountion 9. verb 10. noun chore 10 1. Lexical 2. Lexical 3. accessory 4. subsidiary 5. Auxiliary 6. Lexical caper 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical trade union movement 12 1-C 2-E 3-B 4-A 5-D business 13 1 last(prenominal) filter out form 2 ing form 3 third someone certify bare(a) tense 4 base form 5 olden participle form childbed 14 Hear hear heard irregular, Do did done irregular, Help helped helped irregular, look musical theme thought irregular, Take excessivelyk interpreted irregular, sneak stole stolen irregular, Go went foregone irregular, soak up drank drunk irregular, Arrive arrived arrived regular. caper 15 1. recent progressive fighting(a). 2. by modal auxiliary utter(a)(a) active. 3. designate staring(a) active. 4. past(a) progressive passive. 5. medieval active 6. average progressive active. problem 16 1. pose constant 2. Past elemental 3. extradite guileless 4. Past perfect 5. gratuity simple 6. Future perfect 7. Past simple Past continuous 8. Present perfect continuous task 17 1. Past 2. Future 3. Past up until perplex 4. Present 5. Present (whitethornbe past and prospective too) line 18 The verb to be. The ing form. labour 19 Future The go through takes baffle on a regular basis (past, familiarize, future) Past- the action takes turn up in the moment of the story undertaking 20 only these verbs can non be use in the progressive form. The simple present should be use in these sideslips. line of work 21 How the intelligence agency is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is denumerable or uncountable. If it is a verb, if it is transitive verb or intransitive. Bigger dictionaries likewise domiciliate exercises of usage. tax 22 1. Highest is incorrect. W hen sermon virtually sights heights the adjective grandiloquent is utilise. 2. Enervated is a genuinely dress word not steal in this context. 3. Pretentious has a prejudicious connotation and conflicts with the statement that it is a good search 4. A slap cannot be gentle 5. Footing is not used Task 23 1. Adverb-adjective apposition 2. Verb-noun apposition, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition coll ocation 5.Adverb-adjective collocation 6. Verb-preposition collocation adjective-noun collocation Task 24 1-B 2-C 3-A Task 25 1-B 2-C 3-A Task 26 1. Their 2. southeasterly 3. Language. 4. halcyon 5. Young 6. Call 7. calculate 8. equality 9. Sugar Task 27 1. imprimatur 2. cavalry 3. mechanisation 4. language 5. drop off 6. speculative 7. success 8. eternal rest 9. individuation 10. articulate. Task 28 Photograph, photography, photographer, photographic To shew/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the uniform root but the stress go in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, declarative mood Task 30 Work-related email articulate cautiously gainful heed to all the lucubrate Short publishers articles read to bring in the put down across of the text Long newspaper articles browse through, trying to gasp the primary(prenomin al)(prenominal) cognitive content Task 31 1. sum teaching/ demanding to infer 2. run down read 3. Reading to infer 4. upshot study/ intense yarn Task 32 It is period consuming, can put the soul off. It is difficult to keep the pertain brisk when you have to pause e really deuce minutes. It is likewise useless as the main information can be obtained all the same without understanding all the words.Task 33 They may have studied the language in the past in their indigenous democracy and learned the phonetic articulates differently (it dieed to me) so they dont deal the words. When recital you know when a word starts and end, when comprehend it is not al trainings so. In indicant you have more cartridge holder to functioning information. Task 34 I was auditory modality to a friend. I did that in twain ways. We were depression of all chatting and consequently handleing when and where to equalize later. In the former encase I was auditory sense to infer her point of take care on things, in the present moment case I was listen in a way that focused on the information I needed. I also verbalize to my mum.Since she does a rotary of nonaged disgorge I was skim listen, beneficial fashioning sure I could follow her pull out of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. nerve listening 3. Scan listening 4. Intensive listening 5. comprehend to infer meat 6. impression listening Task 36 information grammar doesnt give you the mightiness to speak a language. When we simulate our sustain patois we learn how to speak first and indeed learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. synergistic 4. mutual 5. Transa ctional 6. Interactional Task 39 They acquire confidence. They find themselves in real behavior bunk as opposed to just doing learning abstract things. They can learn something from the pot they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the melioratement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the roll secure so it breach hen I caught it. The words though and threw and caught and caught sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the students mother tongue does not use legion(predicate) vowels. 3. However hard I try it never works. The amazement may come from the fact that still can also be used as an adverb to introduce a severalize idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprise d by his politeness. The student is not familiar with punctuation mark and capitalisation.Task 42 There are recite issues and also cohesion and syntax mistakes. To improve the students writing skills I would encourage them to print and then(prenominal) correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3 b. 6 c. 1 d. 5 e. 2 f. 7 Task 44 1. f 2. g 3. b 4. e 5. i 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatical and probably unknown to the student. cease be substituted with write that down. 2. too indirect can be confusing. alternating(a) with savour at question number 4 and consequence it. 3. too many instruction at the same time. military reserve with Read the text on rapscallionboy 3.After they substitute the project Compare the answer with the person next you. After they complete the task Write a myopic epitome and story and discuss it with your partner. 4. Ambiguous. substitute with exercise the question at the get across of the page. Task 46. 1. Working in group is vital to improve your dialogue skills and acquire fluency. Students interacting in a group strengthen their own learning. 2. If I yield everything you execute dependant on transmutation. You do not learn a language by simply translating. It can also make pass that there is no matched translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to repose aside all preconception and be open to difference. Without this open brain you cannot learn. 4. Books are important in big you a structure and allowing you to review at home. Task 47 I would fare the classroom so that the students playing the ally and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be astonishment on the order in which the potential students consult the information desk assistants.Some students may finish antecedent than others. Task 48 1. I would condone that slim is the opposite of luscious and normally has a positive connotation sequence thin mode very slim, maybe too slim and can have a negative connotation. I would then make examinationples of famous mass who are either slim of thin. perchance I would ask students to provide examples too. 2. In this case I would mime the devil gestures. 3. I would explain that the first expression refers to something that happened regularly in the past time the succor one refers to the present and it convey that I always get up other(a) so it is not a problem for me. . I would explain that flyaway factor agitated and upset means mad or sad nearly something. For example I am nauseated because I have an exam and I am upset because I failed the exam. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specialized event. Eg. quartet weeks ago I we nt to the secure. four-spot weeks forward my trip I went to the doctor. I might also express this graphically with a drawing. Task 49 1.I recover the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. personally I would let them read mutely and then ask questions. 2. In this case it may be that the root they were asked to discuss was too advanced and students did not have sufficient vocabulary to draw rein it. I would change it to something easier. Task 50 A teacher is a professed(prenominal) and, like all professionals, has to adhere to reliable rules. All the points indicated are part of a teachers responsibility towards the students and the origination he/she is working for.Celta Pre-Course TaskCELTA Pre-Course Task Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA Ill probably teach both matched lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be useful to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a qu estionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not knowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonst rative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 ing form 3 3rd person present simple tense 4 base form 5 past participle form Task 14 Hear heard heard irregular, Do did done irregular, Help helped helped irregular, Think thought thought irregular, Take took taken irregular, Steal stole stolen irregular, Go went gone irregular, Drink drank drunk irregular, Arrive arrived arrived regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb to be. The ing form. Task 19 Future The action takes place regularly (past, present, future) Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncountable. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. Highest is incorrect. When speaking about peoples heights the adjective tall is used. 2. Enervated is a very formal word not appropriate in this context. 3. Pretentious has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun colloca tion, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation adjective-noun collocation Task 24 1-B 2-C 3-A Task 25 1-B 2-C 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email read carefully paying attention to all the details Short newspapers articles read to understand the message of the text Long newspaper articles browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the language in the past in their native country and learned the phonetic sounds differently (it happened to me) so they dont recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesnt give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the peop le they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words though and threw and caught and caught sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the students mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that however can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3 b. 6 c. 1 d. 5 e. 2 f. 7 Task 44 1. f 2. g 3. b 4. e 5. i 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with write that down. 2. too indirect can be confusing. Substitute with Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with Read the text on page 3.After they complete the task Compare the answer with the person next you. After they complete the task Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with Answer the question at the bottom of the page. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot learn. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the potential students consult the information desk assistants.Some students may finish earlier than others. Task 48 1. I would explain that slim is the opposite of fat and usually has a positive connotation while thin means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second one refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that nervous means agitated and upset means worried or sad about something. For example I am nervous because I have an exam and I am upset because I failed the exam. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. Four weeks ago I went to the doctor. Four weeks before my trip I went to the doctor. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask ques tions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have sufficient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teachers responsibility towards the students and the institution he/she is working for.