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To help you please refer to a grammar book such as Practical English Usage by Michael Swan (Oxford
University Press) or any other grammar reference book you might have at home or find in the library/book
store.
Please make sure you proof-read your work carefully as the CELTA course requires a high level of written
English.
When you have finished, please send it to celta@grade.ua. Retain a copy of this task for your interview.
Giorgio:
Receptionist:
3.
John:
Helen:
John:
4.
Carla:
William:
ii) This is a typical mistake since lend and borrow are combined into one word in some languages. Similar
to teach and learn, it is the same action viewed from opposite perspectives: lend equals to giving to, in
contrast borrow equals to taking from.
B. Differences in meaning
Comment on the difference in meaning between the following pairs of sentences, and outline how you
might teach these differences in meaning.
Example:
a) Claire is working late again; shes so passionate about her work!
b) Jane is working late again; shes so obsessed with her work!
In the first sentence, the word passionate suggests that Claires reason for working late is that she is
driven by a love for her job and a healthy desire to succeed. In the second sentence, the word obsessed
suggests that Claires reason for working late is that she lacks a healthy balance in her life. She is so
fixated on her work that perhaps she doesnt do anything else, or perhaps other areas of her life are
negatively affected.
To teach it, I would draw two pictures (or bring in two photographs). The first would be of a person working
at her desk in an office. I would show the time with a clock on the wall (showing 9:30 pm). She would have
a smile on her face to show that she was happy (and passionate about her work!)
For the second sentence, I would have a picture of Jane at her desk in her office, but she would look tired
(and a little stressed). The time would still be 9:30pm on the clock.
I hope these two examples would show the positive/negative aspects of the two sentences.
1.
a) She is alone.
b) She is lonely.
The words alone and lonely convey two different meanings; though both communicate to the reader she is
on her own.
One might define lonely as feeing alone at heart; conversely alone can be defined as being physically by
oneself.
To clarify the differences I would give an example for each.
Alone: a girl by herself in the woods, feeling scared knowing theres not a soul nearby.
Lonely: a celebrity, who doesnt feel he/she can entrust anyone, and has no real friends. When a person is
extremely lonely, he/she might not feel theres reason for living, and might give in to foolish actions as to
fill the hole inside him/her.
I would ask the students of their personal perception - if they feel lonely, when they are alone. To ensure
the class understands the meaning I would ask to give examples of behavior of a person who feels lonely.
For students with limited vocabulary I would ask yes/no questions, while providing the examples myself.
2.
a) What time is it?
b) Do you mind telling me what the time is please?
The difference is that the first question is used in informal English; in contrast, the following one is used in
formal English.
We use informal speech when we talk to someone were acquainted to very well and in personal
conversations.
Vice versa, we use formal speech when we talk to people were not well familiar with, e.g. in work-related
situations. Universally, in formal English speakers are more polite in order to show respect. It tends to be
the same case with written English, since the reader cannot interpret the intonation and tone of voice of
the writer.
I would also note that there are different degrees of politeness, giving the below examples:
May I ask what time it is? (High degree of politeness, formal)
Do you mind telling me what time is it? (Even more polite)
Would you mind telling me the time? (Extremely polite)
I would note that please is to show politeness and is never excessive. It is usually utilized to show
consideration, and helps to distinguish a command from a request, unless coming from a person with
higher authority (in such case it is simply a politeness marker).
To bring out the contrast I would try to amuse the students, asking them to imagine using phrases
wassup and peace out when speaking to the queen. Then ask to imagine a wife talking to her husband,
and saying the following phrases good evening and its been a pleasure seeing you, good bye.
To ensure the class understands the meaning I would request to give examples of inappropriate usage of
formal and informal English. For students with limited vocabulary I would ask yes/no questions, whilst
providing the examples myself.
3.
a) If I become president, Ill lower taxes.
b) If I had become president, I would have lowered taxes.
Example A is a first conditional, which is used to describe an outcome that is highly likely to happen, if a
particular situation, which has a real possibility of happening in the future, takes place. First conditional
can also voice superstitions or warnings.
The 1st conditional consists of:
All words of more than two syllables in English have one specific syllable which is stressed. For example, in
the noun record (bought in a record store) the stressi.e. the louder syllableis the first syllable:
REcord Oo. But in the verb to record (e.g. Elvis tried to record an album every year) the stress is on the
second syllable reCORD oO.
In the following words, underline the syllable which takes the main stress, then put the word into the
correct column below according to the number of syllables and the main stress.
examples:
momentous
computer
banana
hospitality
bystander
menu
superb
burger
independent
ratio
undeniable
photograph
reliable
photographer
photographic
oO
Oo
record (verb)
menu
Photograph
superb
record
ratio
(noun)
Ooo
oOo
ooOo
oOoo
ooOoo
Banana
Independent
reliable
Hospitality
photographic
photographe
momentous
computer
undeniable
bystander
burger
D. Sounds
Match the underlined sound of the words in column A to a word in column B with a corresponding sound.
Note: the sound can correspond to any sound in the words in Column B. For example: advice goes with sip.
Beware! The spelling of the sound may be different!
Column A
Column B
i.
advice
a. unit
ii.
advise
b. jump
iii.
day
c. eight
iv.
beach
d. though
v.
lodge
e. thick
vi.
thin
f. sip
vii.
breathe
viii.
young
g. week
h. zoo
teachers uncertainty, which may result in undermining their trust in him/her. It is crucial for the educator
to be particularly enthusiastic regarding the language theyre teaching. Genuine interest is contagious and
I reckon is one of the key factors in language progress.
Imagine a lesson as a musical composition. Without the intro (warm-up) jumping straight to the passage
(activities), the listener will be disoriented. In a lesson, timing is equally as necessary as it is in a musical
piece. It is a sad sight when the teacher has run out of activities for pupils to do. He/She must be armed
and ready for varying scenarios, including a possibly leaving out an exercise or two without affecting the
subject familiarization. The same as to the process of creating a memorable song, to spike peoples
interest a predictable course (task) ought to be avoided. To keep both children and adults interested, Ive
noticed that engaging visual (photos), auditory (songs) and kinesthetic (field trip) senses triples the
memorizing effect.
The topic of the lesson must be taught as a stand-alone unit, so that after the pupils leave the classroom
they would have a feeling they have learned something specific and concrete. It should give a sense of
completeness to allow the students replay the learned material at will.
Each activity should have an objective. When you share the goal of the lesson and its exercises, you make
the students realize the lesson has been planned and has a purpose. There is nothing more irritating than
studying a topic without rationale present. When planning a lesson ask yourself: what are the short- and
long-term goals of my students?
Starting a lesson with a warm-up allows the students to engage straight away. I for one, believe that a
personalized approach is imperative for overcoming the language barrier. To put the students at ease I
always start the lesson with candidly asking simple questions like: How was your holiday/ weekend/ day
so far?
Teachers ought to remember that language learning is a practical skill and the lesson should be centered
around the student instead of the characters in the textbook. The amount of teacher talk should be cut
down to a minimum.
We can safely say that for the most part people learn a new language merely to be able to communicate
with other people.
It is common knowledge that the best way to learn to do so is through authentic communication and social
interactions.
Thus although reading and writing skills are pivotal, listening skills have a higher priority in my list, with
speaking skills being paramount. Exposing the students to natural, native, everyday speech and imitating
language immersion by all means available are the practices I stress on the most. Challenging students
with creativity tasks, resorting to lesson planning, course books, media resources etc. should not replace
but compliment the teacher.
I firmly believe in mutual respect and give students a sense of control regarding the classroom activities. I
ask for their feedback and analyze the lessons held. To my way of thinking, a language mentor should
encourage a sense of unity among the class, and treat pupils as individuals enquiring about their
preferences, wishes, goas and beliefs.
Finish the lesson by asking yourself: Did I meet the students needs?, Did they enjoy my class? and
How can I improve?
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1. I understand and acknowledge that upon commencement of a GRADE CELTA course, the course fee will
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cannot be changed, and that the course fee will not be refunded.
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of scheduled contact hours. As a result, absences, tardiness, incomplete or late assignments may
compromise my grade on the course.
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circumstances that may affect my performance on the course.
5. I confirm that the pre-interview task is my own work.
Signature
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