The CELTA Pre-course Task is essential to the Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) program. Designed to prepare prospective teachers for the intensive course, it typically includes activities and readings related to language analysis, teaching methodologi...
1. Task 1:
1. In what context will you be doing the CELTA course?
2. Do you know what context you will be teaching in after you finish the
course?:
2. Task 2:
1-Think about why you decided to teach adults.
2- Think about what you, as an adult, bring to this learning situation.
3-Look at your answers to questions 1 and 2 and use these ideas to help you
to write down what characterises adult learners.:
3. 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?
2.How would you find out?:
4. Task 4
If you were teaching a group of learners, each of whom had different motiva-
tions for learning English, which learners would be the most challenging in
terms of motivation?:
5. 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?
• has a sense of humour
• has a calm presence
• builds rapport
• is approachable
• knows how to listen well to students
• trusts learners
• is patient
• respects individuality
• gives clear information and feedback
• knows about language and learning
• inspires confidence
• is sensitive to learners as people
• paces lessons to match the learners
• is methodical and well-organised
• plans well
• can be authoritative without being distant
• is always learning and developing
, CELTA Pre-course Task
• is enthusiastic and inspires enthusiasm
• is friendly
• is honest
• empathises with the learners
• does not complicate things unnecessarily
• is sensitive to the culture and backgrounds of the learners:
6. Task 6
Make a list of associations you have with the word grammar?:
7. Task 7
Look at the following sentences and decide which are correct. Write a correct
version of the examples that are incorrect.
1. We've been looking for you for ages.
2. I've been to the movies last night.
3. He often come late.
4. They were waiting by the fountain.
5. Can I have a coffee black, please?
6. People with 12 items or less can queue here.:
8. 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 learnersi perspective.:
9. Task 9
Identify the underlined words in the following dialogue. Use a grammar refer-
ence book or a dictionary to help you with this if necessary.
A: What are you(1) looking at? B: Well, iti s a(2) photograph of something very
close up, but(3) I cani t work out what it is. A: Yes, iti s quite(4) abstract(5), isni t
it? B: Yes. It could(6) be one of those(7) things for(8) unblocking a sink. A: Oh,
you mean(9) a plunger(10).:
10. Task 10
Decide if the underlined verbs in the following sentences and questions are
lexical verbs or auxiliary verbs.
1. He watches TV for at least two hours every evening. 2. What are you looking
for? 3. They areni t going to come. 4. What does he want?
5. They haveni t been here before. 6. He was waiting on the corner.:
11. Task 11
Decide if the underlined verbs be, do and have have an auxiliary or lexical
function in the following sentences and questions.
1. I had a bad headache yesterday. 2. When do you get up each day? 3. How
long have you been learning English? 4. I did it without thinking. 5. We do
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