Pre-celta Homework..docx

Name: Javeria Rana

CELTA Pre – Course Task

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Name: Javeria Rana

Task1. 1. In what context will you be doing the CELTA course? Ans: I will be doing the CELTA course in the monolingual context as all my colleagues speak the same first language. (Urdu) 2. Do you know what context you will be teaching in after you finish the course? Ans: Yes, after I finish my course I will be teaching mixed ability multilingual groups in full time courses or large day/evening classes.

Task2. 1. Think about why you decided to teach adults. Ans: Teaching adults is rewarding and challenging both. I love to teach adults as I am more capable of connecting with them and creating a rapport. 2. Think about what you, as an adult, bring to this learning situation. Ans:

CELTA Pre – Course Task

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Name: Javeria Rana

3. Look at your answers to questions 1 and 2 and use these ideas to help you to write down what characterizes adult learners. Ans:

Task3. 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?

Task4. 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?

Task5. 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

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Name: Javeria Rana

• 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-organized • plans well • can be authoritative without being distant • is always learning and developing • 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

Task6. Make a list of associations you have with the word ‘grammar’. (They may not all be negative!)

1. Confusing 5. Interesting

2. Tough

3.Intimidating

6. Intriguing

7. Daunting

4. Fascinating 8. Gripping

Task7.

CELTA Pre – Course Task

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Name: Javeria Rana

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. (correct) Ans: We’ve been looking for you for ages. 2. I’ve been to the movies last night.(incorrect) Ans: I went to the movies last night. 3. He often come late.(incorrect) Ans: He often comes late. 4. They were waiting by the fountain.(correct) Ans: They were waiting by the fountain. 5. Can I have a coffee black, please? (incorrect) Ans: Can I have a black coffee, please? 6. People with 12 items or less can queue here. (incorrect) Ans: People with 12 items or fewer can queue here.

Task8. 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. Ans: English language teachers need an explicit knowledge of English grammar. They need to be able to understand and teach how effective writing works. Grammar is the structure and sound

CELTA Pre – Course Task

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Name: Javeria Rana

of the language so when grammar is proper only then learners can make sentences that make sense. Grammar is the building block of language and the purpose is to help ensure clarity of communication so unless teachers know grammar themselves how would they ensure that the learners have acquired the ability to communicate effectively. To be grammatical is, to put it simply, to be correct. A teacher who doesn't not know which combinations of words are correct in English and which are not will not be able to pass on the correct knowledge to the students.

Task9. Identify the underlined words in the following dialogue. Use a grammar reference book or a dictionary to help you with this if necessary. A: 1. Second person pronoun. B: 2. article

3. connector

A: 4. Pre-determiner B: 6. Modal verb 8.preposition A: 9. verb

5. adjective 7.

Demonstrative pronoun

10. Noun.

Task10. CELTA Pre – Course Task

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Decide if the underlined verbs in the following sentences and questions are lexical verbs or auxiliary verbs. 1. lexical verb. 2. lexical verb. 3. auxiliary verb. 4. auxiliary verb. 5. auxiliary verb. 6. lexical verb.

Task11. Decide if the underlined verbs be, do and have have an auxiliary or lexical function in the following sentences and questions. 1. lexical function. 2. auxiliary function. 3. auxiliary function. 4. lexical function. 5. lexical function. 6. lexical function. CELTA Pre – Course Task

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7. auxiliary function. 8. auxiliary function.

Task12. 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. 2. You may go now, thank you. 3. This letter must be from Frank and he’s the only one who hasn’t written so far. 4. I can’t play the piano very well. 5. We could go out, but I don’t know if I’m in the mood. A. Ability B. Logical deduction C. Advice D. Possibility E. Permission Ans: CELTA Pre – Course Task

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Name: Javeria Rana

1. C 2. E 3. B 4. A 5. D Task13. Ans: 1. Past tense form. 2. –ing form. 3. 3rd person-present simple tense. 4. Base form. 5. Past participle.

Task14. Think of the past form and the past participle forms of the following verbs. Which are regular? Which are not regular? hear (regular verb) help (regular verb) verb) think (Irregular verb) go (Irregular verb) verb) arrive (regular verb) CELTA Pre – Course Task

do (Irregular verb) steal (Irregular take (Irregular verb) drink (Irregular

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Task15. Identify the different elements (past, present, modal, perfect, progressive, passive) underlined in the following verb phrases. 1. I was hoping to see you. 2. They might have got home by now. 3. We have tried to help. 4. They were being questioned at length. 5. I saw it coming. 6. This time next week you will be lying on a beach. Ans: 1. Progressive. 2. Modal. 3. Perfect. 4. Passive. 5. Past. 6. Progressive.

Task16.

CELTA Pre – Course Task

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Name: Javeria Rana

Identify the tense names of the underlined verbs in the following sentences. You will most likely need to refer to a grammar reference book to help you. 1. I am having a really good time. 2. We stopped doing that years ago. 3. She lives somewhere near here. 4. We had been for a drink before we met him. 5. These computers are made in China. 6. You will have been here for 2 days by then. 7. It happened as I was driving home. 8. I have been feeling unwell for a while. Ans: 1. Present continuous. 2. Past Indefinite. 3. Present Indefinite. 4. Past perfect. 5. Simple present in passive form. 6. Future perfect tense. 7. Past and past continuous. 8. Present perfect continuous tense. Task17.

CELTA Pre – Course Task

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Name: Javeria Rana

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 and remember that the time reference may not match the tense name. 1. The sun was shining brightly in the sky. (past progressive). The time reference is past and the action was going on in the past. 2. They’ll have finished work on the bridge by then. (future perfect simple)

3. She’s been working in the garden all morning. (present perfect progressive)

4. Have you got a minute? I was wondering whether we could have a word. (past progressive)

5. They own most of the land around here. (present simple)

CELTA Pre – Course Task

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Name: Javeria Rana

Task18. What auxiliary verb is used to create the present progressive? • What is the form of the lexical verb of the present progressive? Ans: 1. Is, am, and are. 2. –ing form of the verb. Task19. Look at the following mini-dialogues below and decide the time reference or use of the underlined examples of the present progressive. A: How about going to a movie this evening? B: I can’t. I’m meeting Judy for a drink. Ans: Evening and the action will take place in near future the same day. A: Where’s Tony? B: I don’t know where he’s got to. A: He’s always running late. CELTA Pre – Course Task

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Ans: The action is happening at the moment moreover it always happens. 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 … Ans: The action is taking place in the moment of speaking. Task20. What is the problem with the following examples? 1. He’s having a brother and a sister. 2. I’m liking this ice cream. 3. What are you thinking of your new job? 4. This sauce is lacking salt. Ans: 1. He has a brother and a sister. 2. I like this ice cream. 3. What do you think of your new job? 4. This sauce lacks salt.

Task21.

CELTA Pre – Course Task

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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. Ans: form. Pronunciation. origin of the word. Part of speech i.e. adjective, noun or verb, use of lexis in sentences and situations.

Task22. In the following sentences, there is a vocabulary error of some kind. Identify and describe the problem. 1. He’s the highest person in the family by more than 2 centimetres. 2. I think I’ll go to bed now. I’m feeling a little enervated. 3. It is an extremely good essay. The ideas in it are original and pretentious. 4. Her grandfather gave her a loving slap on her face. 5. Every day I like to go footing after work. It’s good exercise and it helps me to relax. Ans: 1. tallest. Highest means someone who is higher in rank or position.

CELTA Pre – Course Task

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Name: Javeria Rana

2. feeling should be omitted from the sentence as enervated itself is a feeling. 3. Pretentious is a wrong choice of word as it means attempting to impress by affecting greater importance than is actually possessed so it opposes the idea in the sentence as the work is good and original. 4. Pat should be used instead of slap as it has negative connotation. 5. on foot should be used instead of footing as on foot is a phrasal verb which mean to walk. Task23. 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. Underline and identify these different examples. Note: some sentences contain more than one collocation. 1. Not only was he nice, but he was also strikingly handsome.

CELTA Pre – Course Task

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Ans: handsome is verb- preposition collocation. Strikingly handsome is adjective-noun collocation. 2. After he got up, he made his bed and did some housework. Ans: made bed is verb-noun collocation and housework is noun- verb collocation. 3. It was absolutely fabulous! Ans: It is adverb-adjective collocation. 4. They both really depend on each other. Ans: Depend on is verb-preposition collocation. 5. Their farewell at the airport was highly emotional. Ans: Highly emotional is adverb-adjective collocation. 6. She was caught in a vicious circle. Ans: Vicious circle is adjective-noun collocation.

Task24. Match the terms 1-3 with the definitions A-C. 1. Stress 2. Phoneme 3. Intonation A. the music of our voices. 3. Intonation. B. giving emphasis to one syllable 1.Stress. C. an individual sound. 2. Phoneme. CELTA Pre – Course Task

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Task25. Match the problems 1-3 with the outcomes A-C. 1. an individual sound is mispronounced. 2. a request is made with very flat intonation. 3. the wrong syllable is stressed in a word.

B. C. A.

A. the word is incomprehensible B. the listener might understand bin when the speaker wanted to say pin C. the speaker can sound arrogant and demanding

Task26. What are these words? 1. There. 2. South. 3. Language. 4. Peaceful 5. Young 7. Search

6. Call

8. Equation.

CELTA Pre – Course Task

9. Sugar.

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Task27. Where does the stress fall on the following words? 1. guaran tee 2. C a valry 3. mechanis a tion 4. L a nguage 5. retr e at 6. Sp e culative 7. succ e ss 8. B a lance 9. id e ntity 10. Art i culate. (adjective). Task28. 1. Mark the main stress on the words in the following 'word family'. Why do you think nonnative speakers often experience problems with these words? Photograph photography photographer photographic. The nonnative speakers often have issues…… 2.Mark the stress in the following pairs of words. Can you identify a pattern? to record / a record to increase / an increase to present / a present to import / an import

Task29. CELTA Pre – Course Task

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Mother. Forget. Announce. Tonight. Notable. Mention. Patrol. Indicative.

Task30.

Task31. Below are some different text types. Think about which of the above reading sub-skills we would use to read these texts. 1. Skim/gist reading. 2. Scan reading. 3. Intensive/detailed reading. 4. Reading to infer.

Task32. What problems are there with this way of reading? CELTA Pre – Course Task

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Ans: Task33. Make a list of reasons why you think non-native speakers might find listening more challenging than reading.

Task34.

Task35. Match the above listening sub-skills to the following listening texts. 1. Intensive listening. 2. skim/gist listening. 3. Scan listening. 4. Listening to infer meaning. 5. Scan listening. 6. Skim/gist listening. Task36. CELTA Pre – Course Task

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Think about this disparity between 2 years’ study of a language and a lack of ability to speak. Why do you think this happens?

Task37. Look at the following examples of learner language and decide whether the student has managed to communicate successfully or not. 1. Successful. 2. Unsuccessful. 3. Successful. 4. Unsuccessful.

Task38. Decide if the following descriptions of conversations are transactional or interactional. 1. Interactional conversation. 2. Interactional conversation.

CELTA Pre – Course Task

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3. Transactional conversation. 4. Interactional conversation. 5. Transactional conversation. 6. Interactional conversation.

Task39. Make a list of reasons why you think speaking fluency practice could help learner’ language development.

Task40. Which of the following characteristics would you associate with spoken language (S) and which with written language (W). 1. S 2. W 3. S 4. S 5. W 6. S CELTA Pre – Course Task

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7. S 8. W 9. W 10. W 11. W 12. S

Task41. Look at the learner errors in the sentences below. Identify the mistakes and try to decide why the learner made these mistakes. 1.She through the ball hard so it hurt when I court it. The learner made the error as through and threw are homophones and the pronunciation of caught and court is same. 2.My brther livs in Swedn. The learner made the mistake as o is silent in brother and e is silent in lives. The spelling of Sweden is also incorrect as e is again silent in Sweden. 3. However, hard I try it never works. CELTA Pre – Course Task

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4. first of all he invited me to sit down after that he offered me a coffee I was very surprised by his politeness

Task42.

Task43. Below are some extracts from lesson plans. Decide which part of the lesson plan (1-7 above) they may come from. Extract Probably from a. I’d like to smile more and create a better rapport today. Personal aim. CELTA Pre – Course Task

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b. Students - Students in pairs Interaction pattern. c. By the end of the lesson students will be able to use a range of adjectives to describe someone’s personality. Lesson aims/learning outcomes. d. Teacher hands out text and gives a different set of questions to each group. Procedure. e. Some students may find the pronunciation of several words quite difficult. I must make sure I use lots of repetition. Anticipated problems and solutions. f. To get students interested in the topic of the listening text. Stage aim.

Task44. 1. f 2. g 3. b

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4. e 5. i 6. h 7. d 8. c 9. a

Task45.

Task46. CELTA Pre – Course Task

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Imagine you are the teacher of the students who made the comments below. How would you respond to them? 1. I don’t want to work in a group because I will only learn mistakes from other students. My response: 2. I wish you could translate more words into my language. My response: 3. Please don’t ask me to work with that student. I don’t like people from her country. My response: 4. Could we just talk in class and not use any books? My response:

Task47.

CELTA Pre – Course Task

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Task48. You notice that your students have been confusing certain areas of language. You decide to have a lesson focusing on these different areas. Describe how you would make the differences clear to your students. Try to avoid long explanations and use as many different ways as possible (pictures, stories, diagrams, miming, etc). • Different meanings 1. Slim / thin 2. To wink / to blink 3. I used to get up early / I am used to getting up early 4. Nervous / upset 5. 4 weeks ago / 4 weeks before • Different pronunciation 6. I do it / I’ll do it 7. Read (present tense) / read (past tense) 8. Put / putt 9. Record (noun) / record (verb) 10. Live (verb) / live (something happening now)

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Task49.

Task50.

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“Learning isn’t attained by chance, it must be sought for with ardor and attended to with diligence.”

I’m still learning…

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