CELTA Pre-Course Task Answer Key:

A: Teaching and Learning Contexts

Task 1:
1. In what context will you be doing the CELTA course?
The CELTA course I intend to enroll in offers group lessons, multilingual, open, part-time, mixed ability
groups, mixed gender, and day classes as choices available including teachers with different English-
speaking backgrounds to learners with little or no previous formal education.

2. Do you know what context you will be teaching in after you finish the course?
I endeavor to teach the lessons in a group or one-to-one setting, multilingual, closed and open group, mixed
gender, large or small, and in the daytime or evening class context.

B: The learners’ cultural, linguistic, and educational backgrounds

Task 2:
1. Think about why you decided to teach adults.
Adults are actively involved in the learning process. They are eager to learn and frequently have specific
goals, such as their aspiration to move abroad, advance at work, or personal reasons. Many adults are very
focused on why they want to learn English, which makes them more interactive in the classroom and study
harder to improve their English standards. They are more laborious to work, but they are also more
rewarding. I find it easier to connect with adults, which makes it easier to create a lesson plan that both they
and I find uplifting, entertaining, and educational. As a result, the classes become even more social and
friendly. I want to teach adults because it will be a more challenging teaching experience. I want to interact
with students and help them achieve their goals. I want to give my student a fun and stimulating learning
experience.

2. Think about what you, as an adult, bring to this learning situation.

I am curious and enjoy learning the answers to questions. I am also intelligent and understand the
fundamentals of teaching English as a second language; I strive to simplify complex ideas and pass this
knowledge on. I enjoy having fun and am enthusiastic and friendly. I can empathize because I find it easy to
relate to others. I've lived in several countries and learned the fundamentals of their languages. I understand
how intimidating, exciting, and frustrating learning a second or third language can be!

3. Look at your answers to questions 1 and 2 and use these ideas to help you to write down what
characterizes adult learners.
Being from a wide range of nations and cultures may have an impact on how classes are run and how well
students get along with their teachers. The students also can have unique personalities, beliefs, and histories.
Students can also have a keen interest in studying and motivating themselves in any way. Adults are
distinguished by adulthood, self-assurance, autonomy, and logical decision, as well as being more practical,
multi-tasking, intentional, self-directed, experienced, more open-minded, and responsive to change. All of
these characteristics influence their motivation as well as their ability to learn.

Task 3:
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?
I usually learn about the pupils' jobs or studies, their language learning experience to this point, for how long
and how frequently, what language learning activities they are used to doing, the level of books they used or
the level of the class studied in if any, how much enjoyed learning English, the reasons why the learners are
learning English, any specific goals, particular language or skills that require, the length of time will stay in
the school/college, what do they expect from their course, what makes them comfortable when learning and
their interests and hobbies.

2. How would you find out?

I would want to have a quick discussion with them before or at the start of the course to learn more about
their cultures and learning goals. Afterward, I would prefer to give them a test to see how well they pick up
the stuff.

C. Motivation
Task 4:
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?
The most difficult learners to encourage are those under pressure from multiple sources due to family or job
pressure, so they are unsure of their goals. For several, studying English is a strenuous endeavor, and they
hardly feel fulfilled doing so.

D. The qualities and skills of a good language teacher

Task 5:
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?
In my estimation, the top five qualities and skills are: providing clear information and feedback, knowledge
of language and learning, and pacing sessions to complement learners thereby the students do not feel
rushed. Furthermore, a meticulous and well-organized professor will not squander time for the session to run
well. Finally, being direct and understandable without overcomplicating the subjects can help students gain
confidence and feel at ease in their skin.

A. Grammar
Task 6:
Make a list of associations you have with the word ‘grammar’. (They may not all be negative!)
The entire system and structure of a language or languages typically are defined as syntax and morphology at
a high level. Grammar can be defined as the set of rules that enables users to construct sentences. These rules
regulate the sounds, phrases, and other aspects of the language, in addition to their combination and
interpretation.

Task 7:
1. We’ve been looking for you for ages. – Correct.
2. I’ve been to the movies last night. – Incorrect. Correct version: I watched the movies last night.
3. He often come late. – Incorrect. Correct version: He often comes late.
4. They were waiting by the fountain. – Correct.
5. Can I have a coffee black, please? – Incorrect. Correct version: Can I have a black coffee, please?
6. People with 12 items or less can queue here. – Correct.
Task 8:
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.
A teacher must be able to assist pupils in overcoming difficulties, and one of the most common difficulties
students face is grammar. That is why, as English teachers, we must understand grammar.
Task 9:
Identify the underlined words in the following dialogue. Use a grammar reference book or a dictionary to
help you with this if necessary.
A: What are you (1) looking at?
B: Well, it’s a (2) photograph of something very close up, but (3) I can’t work out what it is.
A: Yes, it’s quite (4) abstract (5), isn’t it?
B: Yes. It could (6) be one of those (7) things for (8) unblocking a sink.
A: Oh, you mean (9) a plunger (10)

1st pronoun, 2nd indefinite article, 3rd conjunction, 4th adverb, 5th adjective, 6th modal verb, 7th determiner, 8th
proposition, 9th verb, 10th noun.

Task 10: Decide if the underlined verbs in the following sentences and questions are lexical verbs or
auxiliary verbs.
1. He watches TV for at least two hours every evening. - Lexical verb
2. What are you looking for? – Lexical verb
3. They aren’t going to come. – Auxiliary verb
4. What does he want? - Auxiliary verb
5. They haven’t been here before. - Auxiliary verb
6. He was waiting on the corner. - Lexical verb

Task 11: Decide if the underlined verbs be, do, and have an auxiliary or lexical function in the
following sentences and questions.
1. I had a bad headache yesterday. – Lexical verb
2. When do you get up each day? - Auxiliary verb
3. How long have you been learning English? – Auxiliary verb
4. I did it without thinking. - Lexical verb
5. We do some exercise every morning. - Lexical verb
6. Have you had them long? - Lexical verb
7. I was hoping for a quick answer. - Auxiliary verb
8. Are they still here? - Lexical verb
Task 12: 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. – Advice (C)
2. You may go now, thank you. – Permission (E)
3. This letter must be from Frank – he’s the only one who hasn’t written so far. - Logical deduction (B)
4. I can’t play the piano very well. – Ability (A)
5. We could go out, but I don’t know if I’m in the mood. – Possibility (D)

Task 13: Match the underlined verb form examples to the correct definition.
1. I worked until 7 o’clock last night. - Past form, Simple past tense
2. They’ve been seeing a lot of each other lately. -Ing form
3. She lives not far from here. – 3rd person, Present simple tense
4. You have to try harder. - Base form
5. It was handed to me as I was leaving. -Past participle form
Task 14: Think of the past form and the past participle forms of the following verbs. Which are regular?
Which are not?
Hear: Irregular, Do: Irregular, Help: Regular, Think: Irregular, Take: Irregular, Steal: Irregular, Go: Irregular,
Drink: Irregular, Arrive: Regular

Task 15: Identify the different elements (past, present, modal, perfect, progressive, passive) underlined
in the following verb phrases.
1. Was hoping: Past, Progressive 2. Might have got: Modal, Perfect 3. Have tried: Present, Perfect
4. Were being questioned: Past, Progressive, Passive 5.Saw: Past 6. You will be lying: Modal, Progressive

Task 16
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. – Present Continuous Tense
2. We stopped doing that years ago. – Past Simple Tense
3. She lives somewhere near here. – Present Simple Tense, third person
4. We had been for a drink before we met him. Past Perfect Tense
5. These computers are made in China. – Present Passive Tense
6. You will have been here for 2 days by then. – Future Perfect Tense
7. It happened as I was driving home. – Simple Past, Past Continuous
8. I have been feeling unwell for a while. – Present Perfect Continuous

Task 17:
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). - Time reference: The past.
2. They’ll have finished work on the bridge by then. (future perfect simple) - Time reference: The future.
3. She’s been working in the garden all morning. (present perfect progressive) – Time reference: The past.
4. Have you got a minute? I was wondering whether we could have a word. (past progressive) - Time
reference: The present.
5. They own most of the land around here. (present simple) - Time reference: Sometime around the present

Task 18
What auxiliary verb is used to create the present progressive? -The verb 'to be'.
What is the form of the lexical verb of the present progressive? -The -ING form.
Task 19
A: How about going to a movie this evening?
B: I can’t. I’m meeting Judy for a drink. – The future
A: Where’s Tony?
B: I don’t know where he’s got to.
A: He’s always running late. – Simple Present
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… - Past Continuous

Task 20:
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.

All of the preceding sentences share the same issue. With all of those phrases, the speaker wishes to refer to
a truth that exists in the past, present, and possibly future. As a result, the tense must be 'the simple present'
instead.

Task 21:
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.

Pronunciation, how to use the term in context, antonyms, synonyms, and word origin are all examples of
extra information dictionaries can provide on words.
Task 22:
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 centimeters.

Answer: Tall refers to something's height, while high refers to its elevation above the earth. Tallest is the
perfect word here because we are discussing individuals.
2. I think I’ll go to bed now. I’m feeling a little enervated.
Answer: Enervated is a synonym for weaker, so one could say 'I feel enervated.' We should use 'tired' instead
of 'enervated' because 'enervated' is too formal and implies another meaning.
3. It is an extremely good essay. The ideas in it are original and pretentious.
Answer: In most cases, people see pretentious as a negative characteristic, and it does not fit with the former
praise.
4. Her grandfather gave her a loving slap on her face.
Answer: We must replace the verb 'slap' with 'touch,' because 'slap' refers to a violent act that is not
considered to be 'loving.'.
5. Every day I like to go footing after work. It’s good exercise and it helps me to relax.
Answer: Instead of footing, we should say jogging.

Test 23:
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. (Adverb -Adjective Collocation)
2. After he got up, he made his bed and did some housework. (Verb-Noun Collocations)
3. It was absolutely fabulous! (Adverb-Adjective Collocation)
4. They both really depend on each other. (Verb-Preposition Collocation)
5. Their farewell at the airport was highly emotional. (Adverb-Adjective Collocation)
6. She was caught in a vicious circle. (Adjective-Noun Collocation)

Task 24:
Match the terms 1-3 with the definitions A-C.
1. stress (B)
2. phoneme (C)
3. intonation (A)

Task 25:
Match the problems 1-3 with the outcomes A-C.

1. an individual sound is mispronounced. - B

2. a request is made with very flat intonation. -C
3. the wrong syllable is stressed in the world. -A
Task 26:
What are these words?
1-There, 2-South, 3-Language, 4-Peaceful, 5- Young, 6- Call, 7-Search, 8-Equation, 9-Sugar

Task 27:
1. Guarantee 2. Cavalry 3. Mechanisation 4. Language 5. Retreat 6. Speculative 7. Success 8. Balance 9.
Identify 10. Articulate

Task 28:
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 stress in this word family is uneven, leading students to mispronounce one of the two pairs.
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
The verbs here emphasize the second syllable, whereas the noun emphasizes the first. This is applicable
to two-syllable verbs and nouns.

Task 29:
1. Mother 2. Forget 3. Announce 4. Tonight 5. Notable 6. Mention 7. Patrol 8. Indicative

Task 30:
Text messages, online news reports, and food packets take only a glance, whereas this activity, other news
items, and even some complex essays, require more attention and concentration. I've also been reading
subtitles for various nationalities' television shows, which requires concentration and multitasking.

Task 31:
1. Reading to infer – Perhaps to determine whether the content is relevant to the essay.

2. Scan reading – Quickly scan the directory for the specific information

3. Intensive reading – One might read this attentively and systematically because it is a topic of genuine
interest.

4. Skim/Gist reading – To determine whether or not the employment is fit for the individual. Job seekers may
look for requirements such as required skills, location, and compensation.

Task 32:
Reading in this manner might be challenging for a variety of reasons. Overusing the dictionary prevents
students from developing abilities such as skim-reading and gisting. These abilities are necessary for
covering large quantities of material fast and efficiently. Reading in this manner might also dull learners
because it is challenging to comprehend the writer's aim. As a result, the learner dislikes reading and may be
discouraged from practicing.

Task 33:
The students can’t take their time, go back to check the semantic meaning, or pause to take in all the
information. Moreover, they have no indicators, such as visual cues or punctuation. The audio might be too
fast-paced for them. They might not be able to recognize words that they already know if it is not in front of
them or the pronunciation is different. They might also have problems with different regional accents since
the use of the language differs.

Task 34:

Task 35:
1- Intensive Listening: Since I will most likely be graded on the content presented in the lecture, I believe
that gathering as much information as possible is essential here.
2- Skim/Gist Listening: As long as the knowledge isn't relevant or essential for my profession, I'd prefer
to hear the general idea than the detailed specifications
3- Scan Listening - In a train station, there may be many announcements that are unnecessary to me,
therefore I would concentrate only on the information I necessitate.
4- Listening to infer - Because understanding every aspect of the assignment is critical here, and the
information is unlikely to be repeated, I would listen carefully to understand the underlying meaning of the
instructions.
5- Intensive Listening - If the person is someone I am truly interested in discovering more about, I would
probably devote my entire attention to the interview in order to learn as much as possible about their overall
ideas.
6- Skim/Gist Listening - Listening to the radio is something I do frequently while doing chores, and I assume
that understanding the broad meaning of the program would be sufficient to obtain the information I seek.

Task 36: