CELTA

Pre-Course Task
SECTION 1
Task 1
1. I’ll be doing the CELTA course in:
- lessons in groups
- multilingual groups
- open groups
- full-time course
- mixed gender groups
- smaller classes
- day and evening classes
- teachers with English-speaking backgrounds
2. I think I’ll be teaching in:
- one-to-one lessons and lessons in groups
- mixed gender groups
- smaller classes
- day classes
Task 2
1. Adults study English because they need for their lives, many of them study because
of their jobs, others to travel, and others because it’s a hobby as a pending subject.
2. As an adult, I bring to classes reasons for learning, I try to make them set specific
goals, and provide successful learning experiences
3. Adult learners are more practical and more responsible, but they are slower learners
because of age.
Task 3
1. Classes should be planned according to students’ level, interests, social context and
learning styles.
2. Talking to them, their current lives, jobs, likes and dislikes, and asking about
previous learning experiences.
Task 4
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 1. I think that the most challenging in terms of motivation is when students learn a
language because of pressure from family. This is because they are forced to study
and they have the need to learn quickly because they have a pressure behind them.
Task 5
Top 5 teacher’s qualities:
- knows how to listen well to students
- respects individuality
- paces lessons to match the learners
- is always learning and developing
- is enthusiastic and inspires enthusiasm
SECTION 2
Task 6
- Fill in the blanks
- Conjugate verbs
- Past, present and future
- Prepositions
- Collocations
Task 7
1. Correct
2. Incorrect – I went to the movies last night
3. Incorrect – He often comes late
4. Correct
5. Incorrect – Can I have a black coffee, please?
6. Incorrect – People with 12 items or fewer can queue here.
Task 8
- In order to deliver accurate lessons
- To help and guide students when they make mistakes or they are confused
Task 9
1. Personal pronoun: 3rd person singular
2. Indefinite article
3. Co-ordinating conjunction
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 4. Adverb of degree
5. Adjective
6. Modal auxiliary verb
7. Demonstrative determiner
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. Auxiliary
8. Lexical
Task 12
1. C
2. E
3. B
4. A
5. D

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Task 13
1. Past tense form
2. -ing form
3. 3rd person – present simple tense
4. Base form
5. Past participle form
Task 14
REGULAR IRREGULAR
Help – helped – helped Hear – heard – heard
Arrive – arrived – arrived Think – thought – thought
Go – went – gone
Do – did – done
Take – took – taken
Drink – drank – drunk
Steal – stole – stolen
Task 15
1. Past, progressive
2. Modal, perfect
3. Present, perfect
4. Past, progressive, passive
5. Past, simple
6. Modal. progressive
Task 16
1. Present progressive
2. Simple past
3. Present simple
4. Past perfect
5. Present passive
6. Future perfect
7. Simple past, past progressive
8. Present perfect progressive

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Task 17
1. Past
2. Future
3. Started in the past and continue till now
4. Present
5. Past, present and future
Task 18
 Auxiliary ‘be’
 -ing
Task 19
1. Future
2. Routine
3. Present
Task 20
They are state verbs, and they can’t be used in the progressive form.
Task 21
- British and American pronunciation
- Type of word (noun, adj, adv, phrasal verb)
- Different meaning according to context
- Examples
- Collocation
Task 22
1. Tallest – ‘tall’ is used to describe people, ‘high’ is used to describe things.
2. Tired – tone, enervated is formal.
3. Clever – ‘pretentious’ has a negative connotation.
4. Touch – ‘slap’ means hit sb, and being hit on the face can never be loving.
5. Jogging – go jogging means do exercise.
Task 23
1. Adverb-adjective
2. Verb-noun
3. Adverb-adjective

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 4. Verb-preposition
5. Adverb-adjective
6. Adjective-noun
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. /ˌɡærənˈtiː/
2. /ˈkævlri/
3. /ˌmekənaɪˈzeɪʃn/
4. /ˈlæŋɡwɪdʒ/
5. /rɪˈtriːt/
6. /ˈspekjələtɪv/
7. /səkˈses/
8. /ˈbæləns/
9. /aɪˈdentəti/

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 10. /ɑːˈtɪkjuleɪt/
Task 28
1. /ˈfəʊtəɡrɑːf/ /fəˈtɒɡrəfi/ /fəˈtɒɡrəfə(r)/ /ˌfəʊtəˈɡræfɪk/
2. Verbs are stressed in the second syllable, while nouns are stressed in the first
/rɪˈkɔːd/ (verb) /ˈrekɔːd/ (noun) /ɪnˈkriːs/ (verb) /ˈɪn.kriːs/ (noun)
/prɪˈzent/ (verb) /ˈprez.ənt/ (noun) /ɪmˈpɔːt/ (verb) /ˈɪm.pɔːt/ (noun)
Task 29
Mother /ˈmʌðə(r)/ forget /fəˈɡet/ announce /əˈnaʊns/
tonight /təˈnaɪt/ notable /ˈnəʊtəbl/ mention /ˈmen.ʃən/
patrol /pəˈtrəʊl/ indicative /ɪnˈdɪkətɪv/
Task 30
Today I have read the newspaper in Spanish and English, a recipe, and the internet bill.
Task 31
1. Skim and scan
2. Scan
3. Intensive reading and reading to infer
4. Scan and detailed reading
Task 32
Interrupt the flow of the reading, lose the focus.
Task 33
- Not familiarized with certain sounds
- Not aware of elicitation or connected speech
- Natives speak fast
Task 34
1. I listened to music in English while I was cleaning. I just listened to have some
background noise and in English in order to be exposed to listening in English every
day.
2. I listened to my husband talking on the phone about a problem in his work. I
listened to him carefully.
3. I listened to a student explaining why he has been absent from classes. I listened to
him to get the general idea.

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Task 35
1. Intensive listening and listening to infer
2. Gist listening
3. Scan and intensive listening
4. Intensive listening
5. Scan listening and listening to infer the meaning
6. Scan listening
Task 36
Because they lack of enough vocabulary and tenses to express themselves. They feel
ashamed of making mistakes.
Task 37
1. Not fully, the sentence is incomplete
2. Yes, clear message
3. Yes.
4. Not clear message if the person is there or was there.
Task 38
1. Transactional
2. Transactional
3. Interactional
4. Interactional
5. Transactional
6. Interactional
Task 39
- Start to lose shyness
- They acquire fluency
- They can put into practice what they have learnt
Task 40
1. S 5. W 9. W
2. W 6. S 10. W
3. S 7. W 11. W
4. S 8. W 12. S

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Task 41
1. Spelling (threw)
2. Orthography
3. Punctuation
4. Punctuation
Task 42
1. Writing from left to right, learn another script, the use of capital letters.
2. Activities:
- Give a piece of writing with mistakes, and they have to correct them (include
countries, nationalities, languages, names, etc. in order to make them aware of
the use of capital letters).
- Make them write in a grid sheet of paper, so that they have to be consistent with
the letter size.
Task 43
1. Personal aim
2. Interaction pattern
3. Lesson aims/learning outcomes
4. Procedure
5. Anticipated problems and solutions
6. Stage aim
Task 44
1. f 4. e 7. d
2. g 5. i 8. c
3. b 6. h 9. a
Task 45
1. Advanced vocabulary – Write it in your notebook
2. Long sentence with advanced vocabulary – Look at Q 4 and answer it
3. Too many instructions together, students can forget – Give step by step, as soon as
they finish one activity, give the next one.

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 4. Lack of instructions, students may not be sure what to do – Give details of what
they have to do. For example, look at the Q and underline key words. Write an
answer and compare with your classmate
Task 46
1. Working in groups can give you the opportunity to learn from your classmates and
also your classmates can teach you something differently.
2. The more you are exposed to English, the better and faster you will learn.
3. Racism is not allowed in this class, we work and share everything with everybody,
no matter they colour, gender, social class, religion, country, etc.
4. We have to combine both, books provide us with some useful activities and
grammar resources that help you to be more accurate. So, we need to see some
things in order to then speak correctly.
Task 47
 Move all the desks and chairs and only leave some desks and chairs for the students
who will be working at an information desk. Place them separately around the class,
so that the rest of the students have to move around from desk to desk. The teacher
will be walking around trying to listen the dialogues and make notes for further
feedback.
 Flyers for the “worker” students, so that they can provide the information, price.
Notebook for students who will be asking.
 Students can take longer asking Q and maybe some students will have to wait to ask
in that desk.
Task 48
1. Teaching adjectives with negative connotation. Giving them some more adjectives
and they have to look up in the meaning in the dictionary and classify in a chart.
(positive and negative meaning)
2. Acting out both. The teacher says the work and after that do the gesture.
3. Showing pictures with the different activities, one that was done in the past and the
one that is happening now.
4. Showing two pictures, N1 a person sweating and anxious and N2 a sad/disappointed
face.

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 5. Showing time in the board. 4 weeks ago: from now to past. 4 weeks before: before
some day, we don’t know since when.
6. Making them count the words in each sentence.
7. Teach pronunciation.
8. Teach them the different vowel sounds.
9. Beat the stress syllable and show them that most nouns are stressed in the first
syllable, and verbs in the second.
10. Teach them phonemes.
Task 49
1. Reading
 They may not be interested in the topic
 Language can be completely new
 Maybe they were focusing on trying to pronounce well rather than understanding
what they were reading.
 They were distracted while another student was reading.
Activities
 Teach vocabulary that can appear in the text
 Show a short video about the topic
 Provide the questions beforehand so that they can put more attention to some parts
of the text.
2. Speaking
 Writing just ‘Living in the city’ and asking them to speak about it is quite broad.
 Some students may be shine and afraid of talking in front of their peers.
 They don’t have vocabulary to express themselves.
Activities
 Provide more detailed activity, for example: advantages and disadvantages of living
in the city / means of transport / noise, etc.
 First discuss in pairs so that all students can have something to share with the class.

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Task 50
 Confidentiality: it builds students’ trust, teachers’ show that they respect students’
privacy, ensures a safe environment, promotes legal and ethical compliance, and
preserves professional reputation.
 Course planning/review: it’s essential to provide good lessons because teachers now
what they have to do, it ensures alignment with educational goals, facilitates
effective instructional design, helps manage time and pacing, enables meaningful
assessment and feedback, promotes reflection and continuous improvement.
 Curriculum development: it ensures alignment with educational objectives, enables
customization to student needs, encourages flexibility and innovation, supports
continuous improvement, promotes student-centred learning, and facilitates
interdisciplinary integration.
 Relationship with students: it creates a nice and supportive learning environment,
promotes student motivation and engagement, enhances communication and
understanding, enables individualized instruction and differentiation, provides
guidance, addresses social-emotional needs, and contributes to positive behaviour
management.
 School/college policies and rules (including equal opportunities and health and
safety): ensure fairness, equity, and compliance with legal and ethical obligations.
Following policies and rules is a matter of respect to the place where a lot of people
have to coexist. Equal opportunities, health and safety should also be a must to
provide to everybody. It also facilitates collaboration, teamwork, and inspires
confidence because it contributes to a positive learning environment, and prioritizes
students’ well-being and success.
 Membership of/contribution to professional bodies: it promotes professional
development, facilitates collaboration and networking, enhances professional
recognition and credibility, provides access to research and publications, supports
continuing education and licensure, and fosters reflective practice and self-
assessment.
 ESOL/EFL and teacher training research and development world-wide: they
enhance pedagogical knowledge and skills, address diverse learner needs, foster

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 professional growth and reflective practice, provide a global perspective and
cultural competence, facilitate collaborative learning and professional networking,
and impact educational policies and practices.
 Setting standards: standards provide consistency across the curriculum ensuring
quality education, establishes clear expectations, supports professional growth, and
supports student achievement.
 Record keeping: is a way to follow and document students’ learning progress, their
improvements or weaknesses, personalize instructions, support planning which
enhance teachers’ effectiveness.
 Pastoral care: it acknowledges the holistic needs of students and recognizes that
their well-being directly influences their academic success. By providing emotional
support, building relationships, and promoting a positive classroom culture, teachers
contribute to the overall development and happiness of their students.
 Cultural awareness: it provides inclusive and effective education. By embracing
cultural diversity, teachers promote inclusivity, improve communication, challenge
biases, enhance learning experiences, foster multicultural collaboration, enabling
them to create a nurturing and empowering educational environment for all
students.
 Punctuality: is a way to show respect to the class and to students, and it’s also
important to be a role model so that students imitate punctuality to show respect to
the teacher, the class and their classmates, and, therefore, it maximizes instructional
time.
 Assessment: it measures student learning and progress, informs instructional
decisions, enhances feedback and support, evaluates instructional effectiveness, and
promotes professional growth.
 Team work: it promotes collaboration, shared expertise, support, and professional
growth. It also enhances problem-solving, comprehensive student support, effective
communication, and coordination. By working collaboratively, teachers improve
their teaching practices, and create a supportive and successful learning
environment for their students.

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  Self-development: to grow not only professionally but also personally because it’s a
continual improvement. It also helps to a reflective practice, and it promotes
innovation. It also enables teachers to adapt to educational changes, making them
effective and relevant.

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