CELTA

PRE-COURSE TASKS
Name: Said Karmouz

Section 1 Learners and Teachers, and the Teaching and Learning Context

A. Teaching and learning contexts

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

I will take the CELTA course part-time, allowing me to balance my other commitments while
gaining a certification in teaching English to adults. This structure offers a manageable pace for
developing my skills and preparing to teach effectively in diverse adult learning environments.

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

After the course, it really depends on where I decide to teach. I could work with one-on-one
students or groups, and it could be in a monolingual or multilingual environment. It might be in-
person or online, and my students could have various reasons for learning English, like work or
travel.

B. The learners’ cultural, linguistic and educational backgroungs

Task 2:
1. Think about why you decided to teach adults.
Answer:

I decided to teach adults because they typically have clear, practical goals for learning English,
such as improving their professional skills or enhancing their ability to communicate in daily life.
Adult learners are often more focused and motivated because they are learning with a purpose,
and I believe this creates a more engaging learning environment.

2. What do I, as an adult, bring to this learning situation?

Answer:
As an adult, I bring life experience and a clear understanding of the challenges that come with
balancing multiple responsibilities, such as work and family. This allows me to better empathize
with adult learners who are managing their own time and commitments while trying to learn. I
also have a practical approach to learning and can appreciate the importance of acquiring
useful, real-world skills.

3. What characterizes adult learners?

Answer:

Adult learners are usually motivated and have specific goals, whether for professional
advancement or improving their daily communication. They bring life experience to the learning
process, which can enrich discussions and make the material more relevant. Adult learners tend
to be self-directed and take responsibility for their own progress, but they may also have limited
time due to work, family, or other commitments. This means that lessons need to be practical
and focused, with a clear connection to real-world situations.

Task 3:
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?
Answer:

To plan my lessons effectively, I would want to know the learners’ goals for studying English,
wether it’s for work, travel, or personal development. I would also want to understand their
current level of proficiency, their strengths and weaknesses in the language, and how they
would preffer to learn the language.

2. How would you find out?

Answer:

I would start by asking the learners about their goals and reasons for studying Engnlish. A
simple questionnaire could also help to gather more information about their backgrounds and
interests.

C. Motivations

Task 4:
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?
Answer:
Learners who are studying English mainly because of external pressure, such as expectations
from family or societal obligations, could be the most challenging in terms of motivation. Since
they are not learning for personal reasons, they might not be as engaged or interested. They
could struggle to adapt and engage with the lessons, which may impact their participation and
progress.

D. The qualities and skills of a good language teacher

Task 5:
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?
Answer:

1. Gives clear information and feedback: Learners often value teachers who can explain
things clearly and help them understand where they need to improve.

2. Is approachable: Having a teacher who is easy to talk to can make learners feel more
comfortable asking questions.

3. Builds rapport: Establishing a connection with learners can create a positive and
supportive learning environment, which can motivate learners and allow them to be
themselves in the classroom.

4. Is patient: Learners appreciate teachers who give them time to learn at their own pace
without pressure.

5. Knows how to listen well to students: Listening allows teachers to understand learners’
needs, struggles, and progress better, which helps in tailoring lessons effectively.

Section 2: Language Analysis and Awareness

A. Grammar

Task 6:
Make a list of associations you have with the word ‘grammar’.
Answer:

When I think of the word grammar, I often associate it with:

1. Language structure: grammar structures language clearly, meaning that it makes
communication clearer.

2. Daily use: it is something that I use on a daily basis when speaking English.
 3. Rules: rules for correct language use.

4. Confusion: grammar can be challenging sometimes and can lead to confusin, especially
when using tenses like the future perfect continuous.

Task 7:
Write a correct version of the examples that are incorrect:
Answer:

1. We’ve been looking for you for ages.

2. I’ve been to the movies last night. Wrong

Correction: I went to the movies last night.

3. He often come late. Wrong

Correction: He often comes late.

4. They were waiting by the fountain.

5. Can I have a coffee black, please? Wrong

Correction: Can I have a black coffee, please?

6. People with 12 items or less can queue here

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.
Answer:
1. Building Learners' Confidence: Knowing the rules helps students feel more secure in using
the language.
2. Better explanation: a Teacher who has a well-rounded kmowledge of English grammar can
provide clear, detailed explanations to help learners understand better.
3. Correcting mistakes: Being able to identify and explain mistakes clearly helps learners
improve. When teachers have explicit knowledge of grammar, they can point out errors
that students make and correct them accurately.
4. Improving Writing Skills: Good grammar is essential for writing well, and teachers can
help studentds develop this skill.
5. Better language acquisition: Ensuring that students learn the correct grammar rules helps
them build a strong foundation when learning a second language. Teachers play a major
role in the learning process.
Task 9:
Identify the underlined words in the following dialogue.
Answer:

A: What are you(1) looking at? (1) you : Pronoun

B: Well, it’s a(2) photograph of something very close up, but(3) I can’t work out what it is.
(2) a : Indefinite articles. (3) But: coordinating conjunction

A: Yes, it’s quite(4) abstract(5), isn’t it? (4) Quite: adverb. (5) abstract: Adjective

B: Yes. It could(6) be one of those(7) things for(8) unblocking a sink. (6) could: Modal verb.
(7)those: determiner. (8)for: preposition.

A: Oh, you mean(9) a plunger(10). (9)mean: verb. (10)plunger: noun.

Task 10:
Decide if the underlined verbs in the following sentences and questions are lexical verbs or
auxiliary verbs.
Answer:

1. He watches TV for at least two hours every evening. Lexical verb

2. What are you looking for? Lexical verb
3. They aren’t going to come. Auxiliary verb
4. What does he want? Auxiliary verb
5. They haven’t been here before. Auxiliary verb
6. He was waiting on the corner. Lexical verb

Task 11
Decide if the underlined verbs be, do and have have an auxiliary or lexical function in the
following sentences and questions.
Answer:

1. I had a bad headache yesterday. Lexical function.

2. When do you get up each day? Auxiliary function.
3. How long have you been learning English? Auxiliary function.
4. I did it without thinking. Lexical function.
5. We do some exercise every morning. Lexical function.
6. Have you had them long? Lexical function.
7. I was hoping for a quick answer. Auxiliary function.
8. Are they still here Lexical function.
Task 12:
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. B. Advice

2. You may go now, thank you. E. Permission
3. This letter must be from Frank – he’s the only one who hasn’t written so far. B. Logical
deduction
4. I can’t play the piano very well. A. Ability
5. We could go out, but I don’t know if I’m in the mood. A. Ability

A. Ability
B. Logical deduction
C. Advice
D. Possibility
E. Permission

Task13:
Match the underlined verb form examples to the correct definition.
Answer:

1. I worked until 7 o’clock last night. past tense form.

2. They’ve 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 tense form.

Task 14
Think of the past form and the past participle forms of the following verbs. Which are
regular? Which are not regular?
Answer:
Hear: Regular
Think: Irregular
Go:Irregular
Do: Irregular
Take: Irregular
Drink: Irregular
Help: Regular
Steal: Irregular
Arrive: Regular

Task 15:
Identify the different elements (past, present, modal, perfect, progressive, passive) underlined
in the following verb phrases.
Answer:

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 + passive
5. I saw it coming. Past simple
6. This time next week you will be lying on a beach. Future progressive

Task 16
Identify the tense names of the underlined verbs in the following sentences.
Answer:

1. I am having a really good time. Present continuous

2. We stopped doing that years ago. Past simple
3. She lives somewhere near here. Present simple (3rd person)
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
8. I have been feeling unwell for a while. Present perfect continuous

Task 17
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.
Answer:

1. The sun was shining brightly in the sky. (past progressive). Past
2. They’ll have finished work on the bridge by then. (future perfect simple). Future
3. She’s been working in the garden all morning. (present perfect progressive). 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). Present

Task 18
• What auxiliary verb is used to create the present progressive?
• What is the form of the lexical verb of the present progressive?
Answer:

1. The auxiliary verb that is used to create the present progressive is “Be” (to be), which
can be “am”, “is” or “are” depending on the subject.
2. The form of the lexical verb of the present progressive is “-ing” form. Example: playing

Task 19
Look at the following mini-dialogues below and decide the time reference or use of the
underlined examples of the present progressive.
Answer:

A: How about going to a movie this evening?

B: I can’t. I’m meeting Judy for a drink.
Even though speaker “B” is using the present progressive, he/she is using it to refer to an action
that is going to happen in the near future (this evening). Meeting Judy is not happening at the
moment of speaking, but it is going to happen later that day (in the evening).

A: Where’s Tony?
B: I don’t know where he’s got to.
A: He’s always running late.
In this dialogue, the present continuous is used to indicate a habit (always), meaning that the
person constantly repeats that action. The time reference is the present progressive, because
the action of running late is an ongoing action.

A: It was late at night and dark and I was on my way back to the hotel. Suddenly, I find I’m
walking down the street all on my own and I can hear the sound of footsteps …
The present progressive here is used to talk about an action that happened in the past. It’s often
used this way to make the story or the action feel more immediate, as if the events are
happening now.

Task 20:
What’s the problem with the following examples?
Answer:

These examples lack context; therefore, they are ambiguous.

Examples:
1. He’s having a brother and a sister.
Context: (His mother is giving birth to a twin boy and girl.)

2. I’m liking this ice cream.

Context: (Proceeds to eat the ice cream.)

3. What are you thinking of your new job?

Context: (Just started a new job.)

4. This sauce is lacking salt.

Context: (After tasting the sauce.)

B. Vocabulary

Task 21
Make a list of what extra information dictionaries can provide about words apart from the
meaning. It would be a good idea to refer to a dictionary to help you.
Answer:

I don’t use dictionaries anymore, as the internet provides everything you need to know
about word definitions and usage. However, dictionaries can offer a variety of extra
information about words beyond just their meanings, including:¨

1. Pronunciation: How to pronounce the word.

2. Part of Speech: Whether it’s a noun, verb, etc.

3. Origin: Where the word comes from.

4. Synonyms: Words that have th same meaning.

5. Examples: Sentences showing how to use the word.

6. Forms: Different versions of the word (like plural or past tense).

Task 22
In the following sentences, there is a vocabulary error of some kind. Identify and describe the
problem.
Answer:
1. He’s the highest person in the family by more than 2 centimetres.
Error: the word “highest” is not used in the right context. The correct word should be "tallest,”
as we are reffering to a person’s height.

2. I think I’ll go to bed now. I’m feeling a little enervated.

Error: “enervated”means drained of energy or weak. We usually use “enervated” when we talk
about weakness. In this sentence, the intended meaning is that the person is feeling sleepy or
tired. The correct word should be “tired”.

3. It is an extremely good essay. The ideas in it are original and pretentious.

Error: “pretentious” doesn’t serve the correct meaning of the sentence, as it means trying to
impress. The right word here should be “innovative”, because it suits the meaning well.

4. Her grandfather gave her a loving slap on her face.

Error: The word “slap” implies that it was an aggressive hit on the face. A more suitable word
should be “tap” or “pat” because it works better with the adjective “loving”.

5. Every day I like to go footing after work. It’s good exercise and it helps me to relax.
Error: “footing” is not standard English, it could be understood in other languages like French,
but it is not commonly used in English. “Running” is a better fit for this sentence.

Task 23
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.
Answer:

1. Not only was he nice, but he was also strikingly handsome.

Adverb-Adjective Collocation: strikingly handsome
2. After he got up, he made his bed and did some housework.
Verb-Noun Collocations: made his bed, did some housework
3. It was absolutely fabulous!
Adverb-Adjective Collocation: absolutely fabulous
 4. They both really depend on each other.
Verb-Preposition Collocation: depend on
5. Their farewell at the airport was highly emotional.
Adverb-Adjective Collocation: highly emotional
6. She was caught in a vicious circle.
Adjective-Noun Collocation: vicious circle

C. Phonology

Task 24
Match the terms 1-3 with the definitions A – C.
Answer:

1. stress. A. the music of our voices

2. phoneme. B. giving emphasis to one syllable
3. intonation. C. an individual sound

Task 25
Match the problems 1-3 with the outcomes A-C.
Answer:

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

Task 26
What are these word?
Answer

1. There
2. south
3. language
4. peaceful
 5. young
6. call
7. search
8. equation
9. sugar

Task 27
Where does the stress fall on the following words?
Answer:

1. guaran’tee. 2. ‘Cavalry

3. mech’anisation. 4. ‘Language

5. re’treat. 6. S’peculative

7. suc’cess. 8. ‘Balance

9. i’dentity 10. Ar’ticulate (adjective)

Task 28
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?
Answer:

‘Photograph. Pho’tography. Pho’tographer. Photog’raphic

Non-native speakers often experience problems with such words because; the stress moves
from one syllable to another in each word, and they often memorize the placement of the stress
in one word( photograph), and apply the same rule on the other variations of it (photography). .

. Mark the stress in the following pairs of words. Can you identify a pattern?
Answer:

to re’cord / a ‘record. to inc’rease / an ‘increase

to pre’sent / a ‘present. to im’port / an ‘import

When the word is used as a verb; the stress falls on the second syllable, but when it is used as a
noun; the stress is on the first syllable.