Section 1.

Learners and Teachers, and the Teaching and Learning context

A. Teaching and Learning contexts

Task 1.

1. I will be doing the CELTA with a combination of these following contexts:

multilingual group, full-time course, day classes.
2. The environment that I will be teaching will likely to be: monolingual, part-time
courses, smaller evening classes, with learners with similar ability.
B. The learners’ cultural, linguistic and educational backgrounds
Task 2.
1. I want to develop my career as a human resource expert with the specialization in
some form of training. Therefore, I think teaching adults would be closer to my
career goals. Also for me, teaching children requires a long period of observation. I
prefer teaching to adults as they tend to apply what they learn quicker.
2. As an adult, I will pay appropriate respect to the learners as adult learners put great
concerns on respect. Also, knowing that they tend to be fairly motivated, I can safely
fix their misconceptions. And lastly, adult or not, humans like getting rewarded. So, I
can stress on what they are good at and give them praise where their efforts is
shown.
3. Adult learners have their ways of looking at the world. As a result, they tend to
come in with their own misconceptions regarding English. And chances are, they
have already used that way for a long time. On the other hand, they are motivated,
and are ready for change. However, since they are motivated to study English for
other commitments, they might not be punctual due to their priorities.

Task 3.

1. I would like to know their English level. Then, if I can find out the overall educational
level of the learners, it would help me find materials which are better suited for
them. And lastly, if I could know the learners’ occupations, I could treat them
appropriately.
2. I can rely on the admission tests to get the overall English levels of the learners.
Similarly, I could look at the reports to seen their educational levels. Lastly, by asking
the learners to introduce themselves at the beginning of the course, I can get a
feeling of who I am teaching.
C. Motivation

Task 4.

I think the learners who are learning English to be able to live in an English-speaking
country will pose many challenges for me. First of all, they are more than likely to have high
expectations when it comes to learning English. Sometimes, their expectations exceed those of
the course. And they can be easily tilted when their results do not meet the time limit they
usually have.

D. The qualities and skills of a good English teacher

 Task 5.
Top five qualities and skills that learners rate the top 5: has a sense of humor, is
approachable, knows about English and learning, inspires confidence, is methodological and
well-organized.

Section 2. Language Analysis and Awareness

A. Grammar
Task 6.
Some associations I got the word “grammar”: complicated, long sentences, mistakes,
past participles, perfect tenses.
Task 7.
1. I went to the movies last night (2).
2. He often comes late (3).
3. People with 12 or less items can queue here (6).

Task 8.

Teachers are most of the time the role model of their students, the more precise they
are, the more they are perceived as such. So to motivate their students to learn English better
(which grammar is the base of such) teachers need to use correct English grammar.
Occasionally, when students are confused about how to pronounce certain words, they might
take examples from their teachers. Failing to do so might result in the students using wrong
grammar at times.

Task 9.

1. You: pronoun
2. a: determiner
3. but: conjunction
4. quite: adverb
5. abstract: adjective
6. could: verb
7. those: pronoun
8. for: preposition
9. mean: verb
10. plunger: noun

Task 10.

1. Watch: lexical verb

2. Look: lexical verb
3. Are: auxiliary verb
4. Does: auxiliary verb
5. Have: auxiliary verb
6. Wait: lexical verb

Task 11.
 1. Do: lexical
2. Do: auxiliary
3. Have: auxiliary
4. Did: lexical
5. Do: lexical
6. Had: lexical
7. Was: auxiliary
8. Are: auxiliary

Task 12.

1. Should – Advice (C)

2. May – Permission (E)
3. Must – Logical deduction (B)
4. Can’t – Ability (A)
5. Could – Possibility (D)

Task 13.

1. Worked: past tense form

2. Seeing: -ing form
3. Lives: 3rd person
4. Try: base form
5. Handed: past participle form

Task 14.

Base Past P/participle Type

Hear Heard Heard Irregular

Do Did Done Irregular

Help Helped Helped Regular

Think Thought Thought Irregular

Take Took Taken Irregular

Steal Stole Stolen Irregular

Go Went Gone Irregular

Drink Drank Drunk Irregular

Arrive Arrived Arrived Regular

Task 15.

1. was hoping

Tense Past

Modal No

Perfect Aspect No

Progressive Aspect Yes

Voice Active

2. might have got

Tense Past

Modal Yes

Perfect Aspect Yes

Progressive Aspect No

Voice Active

3. have tried

Tense Present

Modal No

Perfect Aspect Yes

Progressive Aspect No

Voice Active

4. were being questioned

Tense Past

Modal No

Perfect Aspect No

Progressive Aspect Yes

Voice Passive

5. saw

Tense Progressive Aspect

Modal Voice

Perfect Aspect Past

 No No

No Active

6. you will be lying

Tense Present

Modal Yes

Perfect Aspect No

Progressive Aspect Yes

Voice Active

Task 16.

1. am having: present progressive tense

2. stopped: past simple tense
3. lives: present simple tense
4. had been: past perfect simple tense
5. are made: present simple passive tense
6. will have been: future perfect simple tense
7. happened: past simple tense
was driving: past progressive tense
8. have been feeling: present perfect progressive tense

Task 17.

1. In the past
2. Then: some time in the future
3. All morning: some time in the past until now
4. At the time the question was asked
5. The present tense reflects a fact. So time reference is not applicable.

Task 18.

1. “be” verbs
2. -ing form

Task 19.

1. This evening. The tense is used to show a plan.

2. At the moment
3. Use to tell the story

Task 20.

1. Prensent progressive tends to describe events which are temporary. Having a

brother or sister is more of a fact than a temporary event.
 2. This sentence seems to be missing in context. Otherwise, someone either likes
something or not. Another use of “liking”is to describe a change in taste or an
exception.
3. If the asker somehow gets a clue of what the other is thinking, this is not possible.
This has to put in the context that the one asked are forced to think about his new
job at that moment.
4. The sauce either lacks it or not. This is a fact. So using present simple would be more
appropriate.
B. Vocabulary

Task 21.

- Part of speech
- Synonyms
- Pronunciation
- Plural form (if any)
- Examples

Task 22.

1. High: is used to describe objects rather than human. For human, the appropriate
word would be tall.
2. Enervated: would be more appriate to describe a situation where you lack the
nervous potential to execute a certain task. Exhausted would be best in this case to
describe a situation where you lacks energy to do certain task.
3. Pretentious: this adjective usually bares negative meanings. In this case, “creative”
is suitable.
4. Slap: is an action of physically hit someone’s face with high impact. So it cannot be
“loving”.
5. Footing: is an action of holding a firm grip on foot. It can’t a good exercise.

Task 23.

1. Strikingly handsome: Adverb-adjective collocation, adjective-noun collocation

2. Made bed: verb-noun collocation
3. Absolutely fabulous: adverb-adjective collocation
4. Depend on: verb-preposition collocation
5. Highly emotional: adverb-adjective collocation
6. Caught in…. cycle: verb-noun collocation
C. Phonology

Task 24.

1. B. Stress: giving emphasis to one syllable

2. C. Phonome: an individual sound
3. A. Intone: the music of our voices

Task 25.
 1. B: the listener might understand “bin” when the speaker wanted to say “pin”
2. C. The speaker can sound arrogant and demanding
3. A. The word is incomprehensible

Task 26.

1. There
2. South
3. Language
4. Peaceful
5. Young
6. Call
7. Search
8. Equation
9. Sugar

Task 27.

1. 1st syllable
2. 1st syllable
3. 4th syllable
4. 1st syllable
5. 2nd syllable
6. 3rd syllable
7. 2nd syllable
8. 1st syllable
9. 2nd syllable
10. 2nd syllable

Task 28.

1. 1st syllable
2nd syllable
2nd syllable
3rd syllable
I think that is the case because the words do not follow a certain rule. Most of the
cases, you just have to remember the stress from your memories.
2. The verbs have the stress on the second syllable and the nouns have the stress on
the first syllable for words that have their identical verb and noun forms.

Task 29.

1. Mother
2. Forget
3. Announce
4. Tonight
5. Notable
6. Mention
 7. Patrol
8. Indicative

Section 3: Language Skills: Reading, Listening, Speaking and Writing

A. Reading

Task 30.

I have been reading “The Firm” lately. The way I look at the book is from the viewpoint
of a outsider looking into the consulting industry. That said, I want to learn as much as I can
from the book. Not being a native speaker almost force me to read words by words in order to
understand what they write (also to allow more time for me understand their anecdotes)

Task 31.

1. Detailed reading
2. Scan reading
3. Reading to infer
4. Skim/gist reading

Task 32.

That way of reading is rather disrupted. While reading with great details, people might
lose track of the focus of the reading materials, they will be overwhelmed by the information.
Then reading dictionaries are also distracting.

B. Listening
Task 33.
- Listening is less tangible compared to reading
- Less materials are available for practice
- There are many different dialects
- They are not in complete control of the flow when they listen
- The ways which words are used are different from person to person.

Task 34.

- I was listening to a video clip on the internet regarding how to live happily. He was
the CEO of Google. My motivation was to confirm my way of living recently. I was
really relaxed lying on my bed as I was watching the video. I look for the main
perspectives of looking at happiness and why I have accept the world the way it is.
- I then listened (and watch) another clip for the interview which I was attending. The
one speaking was, of course, the interviewer. I was sitting tightly, listening for both
the main ideas and keywords to prepare throughoutly for the interview.
- Lastly, I listened to a cooking recipe video. I concentrated, noted the steps where I
was likely to make mistakes. The clip was from a cooking professional. I wanted to
know the proper way to make a tiramisu.
 Task 35.

1. Intensive listening
2. Skim/gist listening
3. Scan listening
4. Intensive listening
5. Listening to infer meaning
6. Listening to infer meaning
C. Speaking
Task 36.
Grammar is an essential part of speaking. If you are unable to use grammar proactively,
it is almost impossible to speak well. However, to use grammar appropriately in speaking
requires an instant recall of grammar. And that requirement alone cannot be satisfied by any
paper tasks. So to improve in speaking, one would have to practice it over a long period of time
with the correct grammar usage. And then overtime, the speaking speed will converge to the
normal range. They haven’t improved much in speaking mostly because they are unable to find
long-term speaking partner who will also mutually be benefitted from the experience.
Task 37.
1. The key word is missing. So the waiter can’t possibly guess what he wanted.
2. Yes. The intonation raising at the end is the stylized feature of a question and
therefore the other will understand that he is making a question.
3. Yes. He presents all the key words. The ‘no’ at the end is the new way of asking
question (adopted from Spanish), and it is widely used.
4. No. The incorrect use of grammar may confuse the listener when it comes to time
references. Since the verb form is mismatched with the question, the asker can’t
guess whether they understand the question or not.

Task 38.

1. Transactional
2. Transactional
3. Interactional
4. Interactional
5. Transactional
6. International

Task 39.

First of all, I think the practice allows the students to practice undisruptedly. It allows
the students to experience a more real-life scenario where there is no one to tell you when you
make mistakes. The value of effective communication is reflected in the practice sessions.
Effective communication in which information is successfully passed put less restraints on
speaking experience. Overtime, they will have time to develop the language awareness required
for more accurate speaking.
 Task 40.

1. S
2. W
3. S
4. S
5. W
6. S
7. S
8. W
9. W
10. W
11. W
12. S

Task 41.

1. Through
2. Brther, livs, Swedn
3. However hard I try,…
4. First, down., coffee.

Most of these mistakes were made by confusing between the way they pronounce the
words.

Task 42.

They are having trouble understanding the purpose of punctuation. Also they failed to
organize their thoughts in a way that fits the grammar system of English. To learn a new language, they
first need to understand that sometimes you need to change the meaning of the sentence slightly in
order to write systematically. This is not hard but it is a long process and require a usable awareness of
the language. Some activities to improve the situation would be to teach them how to use English in
every day context, then to make them practice speaking in preset settings. Then gradually, when they
already formed a good cover of everyday situations, we can relax some variables in the preset settings
to let them apply. Then about improving writing directly, we can make a group of several learners from
the same country, then give them a task where they are required to use chosen words to make a story.
That way we can make them think systematically as a group.

Section 4.

A. Lession planning
Task 43.
a. Personal aim
b. Interaction pattern
c. Learning outcomes
d. Procedure
e. Anticipated problems and solutions
f. Stage
 B. Resources
Task 44.
1. F
2. G
3. B
4. D
5. I
6. H
7. D
8. C
9. A

Section 5: Developing Teaching Skills and Professionalism

A. Developing Teaching Skills

Task 45.
1. “Jot” seems to be the problem here. He could have just used “write” and it will work
the same way. Secondly, I would clarify “that”. Since you are teaching a group of
students, it would be beneficial to be specific and simple.
2. The instruction is too long for a simple task. I would just say “I would like you to
have a try at question 4.”
3. The world “story” confuses the students as it might or might not be a story. I would
replace it with “text” or just omit it all together.
4. They will just “think” as instructed. You need to be explicit in what you want “I
would replace “think about” with “come up with”.

Task 46.

1. Don’t learn anything from them then. When you only do the exercise with your
classmate, you are already learning to communicate effectively.
2. I will try to keep the definitions as simple as possible. “Simple” English should be as
easy as your language, right?
3. There are times when you can’t choose the country from which the people you
meet come. This is one of those times. Switch partner now would only hurt her
feelings.
4. Then you won’t be improving reading, grammar, and writing skills. You can try not
using the book on a writing day and see if that’s more effective.

Task 47.

1. I would line up some tables so that all receptionists each has their own table. Of
course, chairs should be on both sides of the table line. Then I will write the name of
the computer center on the board. The receptionists will sit on one side and the
customers will be on the other side. I will just be walking around and see if any
problem arises.
2. I will handout a course schedule at including the price and the meeting time of every
course to the receptionists. Then the customers will receive their character
 descriptions. The descriptions has information such as: what skill he is looking to
improve, what time is he available, and his monthly salary.
3. The receptionists might take a long time to search through the paper for the
suitable courses since they don’t have an actual computer. Students might have
troubles with pronunciations and there will be strange vocabulary.

Task 48.

1. Thin has a negative connotation. Then I can include a picture that someone is lighter
than they should look, that should be thin.
2. You wink at someone but blink at no one. I will include a picture of a guy and a girl
winking at each other, showing at winking needs an audience. Then I can include a
gif where you blink with either one eye or both eyes.
3. I will draw a diagram with the present and the past. Then show that periodically in
the past I ‘used to’ get up early. Then in another part during the present, I show that
I did not get up early but then I ‘get used to’ it and it becomes a habit.
4. I will include a short video where a man is upset by something. Then show another
one where a student is nervous during an exam.
5. I will draw a diagram where there is the present and the past. Then I show that ‘ago’
always take the references before now. Then ‘before’ can take any time references.
6. I will just read to differentiate between the two.
7. I will just read. Then draw two column with two words, showing the present and the
past tense.
8. I will show a picture with lips in two different positions for two words. Then I act it
out with my own lips showing the different between but and putt. Then I will show
put is pronounce differently.
9. I will show two words then put the stress in the correct orders.
10. I will but the latter one closer to pronounce like ‘life’ but without the ‘f’ sound.

Task 49.

1. The main reason for this was because the students weren’t given some free time to
read over the material. They were asked to read out loud but weren’t given time to
think about what they read. I would let them read over the material for 2 minutes,
then I will allow another 3 minutes for them to talk over the questions then I will ask
for answers.
2. The activity itself is dominated by the two students. In fact, allowing two students to
dominate the discussion is not a healthy method. It takes away all other students’
opinions. I will organize a small seminar. If it is possible I can quickly organize tables
around the class. Then with the format of a guided seminar, I will allow students
each to have their chance to talk.

Task 50.

Confidentiality will be an agreement between me and the employers to keep

information confidential. This is also an agreement of professionalism. Course
planning/development will provide me with a chance to have an overview of what the
expectations and the conditions of the course before beginning the teaching period.