CELTA PRE-COURSE TASK

1) The CELTA course will be done with lessons taken in groups. Classes will be attended by
Brazilians only, so thats a monolingual group. The course is aimed for those who are working
as teachers (experienced or not), therefore it will be a closed group. The course will be done
on Tuesday and Thursday mornings which means its a part-time course. Learners at CELTA do
not necessarily need to have a formal education; however, they must have the same ability
which is to be capable of transmitting knowledge. The course can be done by both men an
women. I believe the classes are smaller and will be held during the day. All the teachers at the
CELTA course have English speaking background.

1.2) After I finish the course I will most likely be teaching at the same language institution I am
at the moment. The groups I teach are, most of the times, composed of Brazilian students
only, however, occasionally there are students of different nationalities. The courses are done
twice or once a week, thus part-time courses. Students are not required to have previous
formal education. Students have different backgrounds; therefore, the groups are mixed-
ability as well as mixed-gender. Groups have no more than fifteen students and classes can
happen during the day or at night.

2) Teaching adults is a very rewarding experience because most of them, different from young
learners, are there because they want to and consequently are eager to learn, which makes
the process way more efficient and pleasant for both teachers and students.

2,1) As an adult, I fell that there are plenty of things I can bring to the table. I believe that being
an adult makes me able to understand their difficulties they might be going through. I can also
share with them all the techniques I used as a student that worked for me and will certainly
work for them as well.

2.3) - eager to learn/ hard-working/ motivated/ attentive/ focused

3) I find its important to ask them what they expect from their lessons. When the teacher is
aware of the students expectations he or she can plan classes more efficiently so that classes
live up to students expectations as much as possible. I believe its also essential to know
students preferences such as their musical tastes, if they like to be engaged in games or if they
prefer a more serious approach, their favorite kinds of movie, etc.

3.1) the best way to find out all this information is by having a frank conversation with
students on their first day of class. If students feel comfortable from the beginning, the rest pf
the course will be, most likely, very pleasant and fulfilling.

4) Most certainly, students who look for an English course in order to meet someone elses
expectations rather than theirs are usually the most challenging students. The greatest
obstacle in this case is to make them realize that learning a second language can provide them
with life-changing opportunities and that their motivation is a key element in the learning-
process.
5) 1has a sense of humor/ 2 is friendly/ 3. builds rapport/ 4. gives clear information and
feedback/ 5. inspires confidence

6) Drills/ structure/ accuracy/ exercises/ formulas/ repetition/ contextualization

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 some black coffee, please?) / 6. Correct

8) It is of the utmost importance that English teachers excel at grammar for several reasons.
The teacher feels much more confident when correcting a students mistake; when the
teacher knows grammar, he or she inspires confidence. It is reassuring to be guided by
someone who masters the subject rather than by someone who plays it by ear; when
correcting writing exercises, it is vital that the teacher points out what mistakes were made.
In order to do that efficiently, the Knowledge on formal grammar structures is paramount.

9) 1. pronoun/ 2. determiner/ 3.conjunction/ 4.adverb/ 5.adjective/ 6.modal verb/ 7.

determinder/ 8. preposition/ 9.verb/ 10. noun

10) 1. lexical verb / 2. lexical verb/ 3. auxiliary verb/ 4. auxiliary verb/ 5.auxilaiary verb/ 6.
lexical verb

11) 1. lexical function/ 2. auxiliary function/ 3. auxiliary function/ 4.lexical function/ 5. lexical
function/ 6. lexical function/ 7. auxiliary function/ 8.lexical function

12) 1. advice/ 2. permission/ 3.logical deduction/ 4.ability/ 5.possibility

13) 1. past tense form/ 2. ING form/ 3. logical deduction/ 4.ability/ 5.possibility

14) hear- heard heard (irregular)

think thought thought (irregular)

go went gone (irregular)

do did done (irregular)

take took taken (irregular)

drink drank drunk (irregular)

help helped helped (regular)

steal stole stolen (irregular)

arrive arrived arrived (regular)

15) 1- past, progressive, active voice

2 modal, perfect, active voice

3. perfect, active voice

4. past, progressive, passive voice

5. past, active voice

6. future, modal, progressive, active voice

16) 1 Present continuous; 2 simple past; 3 simple present; 4 past perfect; 5 simple present
passive; 6 future perfect; 7 simple past/past continuous; 8 present perfect continuous

17) 1 that situation was in progress at a specific moment in the past; 2 a situation will be
completed at a specific time in the future; 3 a situation started some time in the past and
still goes on in the present; 4 that situation was in progress at a specific moment in the
past; 5 a present state

18) . Verb to be/ ING form

19) Future used to talk about an arranged plan

routine used to describe a situation that keeps happening throughout the time

past used to talk about something that happened at a specific time in the past

20) The Present continuous (be + ing), when used with a present meaning, is used to describe
temporary situations, that will have finished in a short time. In all the four examples given,
the sentences are not describing temporary situations, but permanent present states. In
this case they should have been written with the Simple Present

21) Besides providing readers with the meaning of words, most dictionaries bring the correct
pronunciation of that word (by using phonetic symbols), the category to which that word
belongs to (if its a verb, a noun, an adjective, etc), examples of sentences using that
specific word, which helps in terms of contextualization, and also cultural information,
saying if the use of that word is a taboo or if its use is old-fashioned and even in what
situations the use of the that specific word is more appropriate.

22) 1. when describing peoples height, the correct word is tall. High is used to describe
buildings or mountains for example

2. the word enervated refers ti the feeling one has after going through a very stressful or
challenging situation. To describe that someone has no more physical energy, the proper
word is tired or exhausted

3. the word pretentious is a negative word which means to show others characteristics that
one doesnt possess. The sentence says an extremely good essay which is something
positive

4. the word slap refers to a physical violence. A slap cant be loving.

5. Foot doesnt refer to a physical activity. The proper word here would be joggong

23) 1. strikingly handsome (adjective + adverb)

2. get up (verb