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Celta Pre Interview Task



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    Please address further enquiries to : CELTA Team When you come for the interview you will be asked to do a short language awareness test and a piece of writing. Pre-Interview Task Cambridge Certificate in English Language Teaching to Adults (CELTA) Please note that much of the interview will be based on your responses to this task so come prepared to talk about it and any other areas you have researched in order to complete it. Please send this form with your application form as both will be needed to consider your application. Name: Date: Course applied for/dates: _________________

    The object of this task is to introduce you to some of the insights into language and teaching required by an English Language Teacher and to give you practice in researching language points. Please answer the questions BRIEFLY AND LEGIBLY. It is very important that you do this task without assistance from any other person as we want to see evidence of your research skills and your ability to think for yourself. You are required to use a grammar book to help you with the task. We suggest using one of the following grammar books, if possible – tick the box to show what you have used:

    R. Murphy – English Grammar in Use [ ] M. Swan – Practical English Usage O. U. P [ ] J. Eastwood – Oxford Guide to English Grammar Oxford [ ] Other (give details) Language– Structure 1. Check in a grammar reference book and give examples of the following tenses. Give REALISTIC NATURAL examples that might commonly be spoken or written by a native speaker. a. Present Simple I like coffee b. Present Continuous I am standing c.

    Past Simple You did not eat dinner d. Past Continuous You were eating when she called e. Present Perfect Simple I have seen that movie three times f. Present Perfect Continuous You have been waiting there since May g. Past Perfect You had not eaten before leaving home h. Past Perfect Continuous They had been talking for hours 2. Many foreign learners have learnt that Will and Shall are used to refer to the future in English e. g. Jane’ll be home soon. However, in natural colloquial English other forms are frequently used.

    Look up and find 3 more ways of talking about the future without using will or shall. Give example sentences. a. Jane is going to clean her car tomorrow b. They are about to clean her car c. Jane is coming to clean her car Language – varieties 3. Look at the following sentences. Would you say them? Who might? •So she’s like “No”, and I’m like “Why not? ” This is likely to be used in conversation, perhaps by those who ascribe to popular youth culture. •I am seeing what you mean. This is an incorrect sentence and is therefore more likely to have been said by someone learning English. We’ve already gotten to know each other pretty well. This sentence is correct and therefore likely to have been used by someone proficient in the English language. Language – accuracy 4. Look at these examples of a learner’s spoken English. Underline the error and say what you think is wrong and why. (i)Pedro has arrived last Saturday. The correct version of this sentence would be ‘Pedro arrived last Saturday’. This sentence incorrectly uses the present perfect tense and past simple tense. (ii)She is living here since ten years. The correct version of this sentence would be ‘She has been living here for ten years’.

    This present perfect continuous tense should have been used here. (iii)Last year when I went on holiday, I lost my luggages. The correct version of this sentence would be ‘Last year when I went on holiday, I lost my luggage’. The word ‘luggage’ does not have a plural version. (iv)She’s a good cooker. The correct version of this sentence is ‘She is a good cook’. The word ‘cooker’ has been replaced with the correct noun referring to someone who cooks which is ‘cook’. ___________ Language – Functions 5. Modal auxiliaries are used to express different functions in English. For example, we use should in different ways to mean different things:

    Sample Sentence You should see a doctorGives advice I know I should voteExpresses obligation That should be him nowExpresses probability Look in a grammar book and find out more about modal auxiliaries. Consider the modal auxiliary can. Think of 3 more different functions/uses and complete the table. Sample SentenceFunction I can driveExpresses ability Can I speak to David? Scientists can make better toasters if they think there is a profit to be madeAsks for permission Scientists can make better toasters if they think there is a profit to be madeExpresses possibility Can you help me with my homework?

    Implies willingness Vocabulary 6. The meaning of new vocabulary can be presented in a variety of ways, including the following: A picture or drawing, a simple synonym or opposite, an explanation or definition, a mime or gesture, a scale or diagram, sound effects etc. or any combination of these – remember this is not an exclusive list. Imagine you are teaching low level students. You are going to teach these vocabulary items to them. How would you teach each item individually in the most efficient way? Remember, your students have a very low level of English – so keep what you say as simple as possible!

    Also consider words that they might confuse with the words you are teaching. Write your answers below. unemployed In order to explain this term, I would tiny I would write the following three words on to a whiteboard: ‘Tiny’, ‘Small’, ‘Little’. I would then continue to explain that these three words could have the same meaning. This could be helpful to learners who may have knowledge of the other words. I would also use a pictorial aid, whereby I would depict a big circle and a little circle. I would then point to each in turn and articulate the words ‘Big’ then ‘Tiny’ respectively. asp I would use a picture of a wasp as a pictorial aid when teaching the meaning of this word. to earn I would use a variety of example sentences to explain this term. One such example would be: ‘Jim cleaned cars to earn money’. I would supplement each example with pictures. weekday I would write the seven days of the week on a whiteboard. I would then circle the weekend and articulate this to the class, before doing the same for ‘weekday’. Phonology 7. Mark the stressed syllable in the following words eg happiness entertaining organise develop chocolate egetable postman another information What difficulties do you think students might have with the pronunciation of these words? A syllable is the combination of a vowel sound with one or more consonant sounds. Students cannot understand stress in words unless they know syllables and this may therefore cause difficulties to arise for them when pronouncing these words. Another issue which may arise for students when pronouncing these words is the difficulties associated with understanding that certain letters are ‘silent’ and thus do not need to be pronounced.

    For example a learner may pronounce ‘organise’ as ‘or-gan-iz-ee’. 8. Match the words with the same vowel sounds word four man bus part shop carpet lamp wall curtain pots cup ___bus__ and __cup___ carpet__ and ___ part _____ _shop___ and ____pots____ _ _man__ and ____lamp____ __wall___ and ____four____ _word___ and ___curtain_____ Teaching 9. Think of a successful learning experience you have had. List the factors that you think contributed to its success. Can you think of any other factors that could be important? Class participation (e. . questioning by teacher, group discussions, various learning aids to suit all types of learners (audio/visual/kinaesthetic), class handouts, clear aims and objectives given at the start of the lesson, word games, clear presentation using multimedia tools (e. g. MS Powerpoint), succinct summary at the close of the lesson 10. Imagine you teach a group of students most of whom have been learning English for about 2 years. Your lesson aim is to present If I were you, I’d…….. for giving advice (e. g. If I were you, I’d join a gym). You cannot assume all students will understand the word “advice”.

    Besides, it’s more effective to present language in a natural situation which students can identify with (i. e. make it clear who is talking to whom, where, why, and so forth). This will clarify the meaning of the language for them. Which situation of giving advice would you choose to present If I were you, I’d…….. for giving advice? E. g. a friend who is not happy in her present job I would the sentence ‘If I were you, I’d use a pillow’ as an example. What example sentences expressing advice would this situation naturally generate (you need to think of at least 4 or 5)?

    If I were you, I’d sleep on a bed If I were you, I’d use a toothbrush If I were you, I’d use a spoon If I were you, I’d wash Say what aids (eg. pictures) you would use. I would choose to incorporate some humour into the given situation and use pictorial aids to put my point across. For example, if I were to present the sentence ‘If I were you, I’d use a pillow’, I would present a humorous cartoon depicting a man trying to sleep on a prickly hedgehog. I would use a similar ‘cartoon style’ pictorial aid for each of the sentences above.

    Celta Pre Interview Task. (2016, Oct 14). Retrieved from

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