Task 1

1. In what context, will you be doing the CELTA course?

Although not yet sure of it I am expecting that the course will include multilingual
groups as I have read about different CELTA courses. As I have observed in some
videos of some CELTA lessons the learners have mixed abilities and mixed gender
and the classes are smaller and apparently, these are day classes.
2. Do you know what context you will be teaching after you finish the
course?
Since I am currently working in a state school and it is a permanent occupation
and I have a strong idea about the after-course context. Briefly the groups are
large including up to 35 learners and they are monolingual (Turkish). Besides
since this is a state school the groups are closed and the course is full-time with
day classes. It is a secondary school and to be able to reach this level it is
required to accomplish the primary school, so the learners have previous formal
education. These learners have mixed abilities and they are in mixed gender
groups. Moreover, it is required to be a Turkish citizen with other academic
essentials to be a teacher in state schools in Turkey, so the teachers are mostly
with non-English-speaking background.
Task 2
1. Think about why you decided to teach adults.
Teaching adults is an awarding job for both the teacher and the learner. Adult
learners generally know what they want and you can lead them logically in their
path to this goal of them. And it is awarding for the teacher because the teacher
can also learn from the learner since the adult learners are with a level of
experience thanks to their age advantage. They are more disciplined comparing
to young learners.
2. Think about what you, as an adult, bring to this learning situation.

3. Look at your answers to questions 1 and 2 and use these ideas to

help you write down what characterises adult learners.
Teaching adults do not have only advantages but sometimes there may be some
disadvantages. Considering that the CELTA certificate covers the age groups
starting from 16-17, the adolescent groups tend to include some disadvantages.
The adults are more disciplined than young learners and it is easier to teach
systems comparing to young learners again. Besides, setting long-term goals
they can sustain their motivation to the end not requiring extra motivation talks
or attracting short term goals. The life experiences of adults are generally an
advantage.
On the other hand, the experience may not be an advantage all the time,
sometimes the previous learnings may affect negatively; sometimes it is too hard
to break a false idea or it might take long to adapt to a new learning
environment. Different ages mean different characteristics and this requires
more time to prepare a lesson. The teacher cannot include games and songs as
much as he/she does with younger learners. They may also have disruptive
behaviours because of the lives outside the classroom.
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?

Their age, levels, learning styles; interests that I can include in my lessons
(drawing etc.)
, educational backgrounds, reasons for learning,

2. How would you find out?

Some basic information is easy to get when they register, but the detailed
information like learning styles and interests require more time to get. So that an
interview will do for it or if it is a group of adults with more time one can learn
about each.

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?

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?

gives clear information and feedback

knows about language and learning
paces lessons to match the learners
is enthusiastic and inspires enthusiasm
empathises with the learners

Task 6

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

I think of a rule book, a formwork an outline of a structure which makes it look

the way it is. In summary, I do not have any positive or negative associations but
I perceive grammar only as the form you must use to put the sentence
components.
Task 7

Look at the following sentences and decide which are correct. Write a correct
version of the examples that are incorrect.

1. Weve been looking for you for ages. Incorrect

2. Ive been to the movies last night. Incorrect
3. He often come late. Incorrect
4. They were waiting by the fountain. Correct
5. Can I have a coffee black, please? Incorrect
6. People with 12 items or less can queue here. Incorrect
1. We had been looking for you for ages.
2. I went to the movies last night.
3. He often comes late.
5. Can I have a black coffee, please?
6. People with 12 items or fewer can queue here.

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.

First as a non-native English speaker, I can recall that learning a grammar

structure I was more motivated to form new sentences. Therefore, I cannot think
of an English learning program not including grammar. The accurate and full
grammar knowledge is needed to answer the learners because the they are
surely going to ask every detail of it in the process. And if a teacher cannot
explain these details this means he/she is not well equipped. Especially adult
learners can understand the language more easily when they learn the
grammatical forms. Besides, a well-equipped teacher can prepare more effective
lessons and syllabuses. And he/she feels more confident in the classroom.
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, its a(2) photograph of something very close up, but(3) I cant work
out what it is.
A: Yes, its quite(4) abstract(5), isnt 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).

1. Pronoun
2. Article
3. Conjunction
4. Adverb
5. Adjective
6. Auxiliary verb
7. Adjective
8. Preposition
 9. Verb
10.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.

2. What are you looking for?
3. They arent going to come.
4. What does he want?
5. They havent been here before.
6. He was waiting on the corner.

1. Lexical verb
2. Lexical verb
3. Auxiliary verb
4. Auxiliary verb
5. Auxiliary verb
6. Lexical verb

Task 11

Decide if the underlined verbs be, do and have have an auxiliary or lexical
function in the following sentences and questions.

1. I had a bad headache yesterday.

2. When do you get up each day?
3. How long have you been learning English?
4. I did it without thinking.
5. We do some exercise every morning.
6. Have you had them long?
7. I was hoping for a quick answer.
8. Are they still here?

1. Lexical function
2. Auxiliary function
3. Auxiliary function
4. Lexical function
5. Lexical function
6. Lexical function
7. Auxiliary function
8. Lexical function
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.

2. You may go now, thank you.
3. This letter must be from Frank hes the only one who hasnt written so
far.
4. I cant play the piano very well.
5. We could go out, but I dont know if Im in the mood.

A. Ability
B. Logical deduction
C. Advice
D. Possibility
E. Permission

1-C
2-E
3-B
4-A
5-D
Task 13

Match the underlined verb form examples to the correct definition.

1. I worked until 7 oclock last night.

2. Theyve been seeing a lot of each other lately.
3. She lives not far from here.
4. You have to try harder.
5. It was handed to me as I was leaving.

verb form

base form

3rd person present simple

tense past tense form

past participle form

-ing form

1 past tense form

2 - -ing form
3 3rd person present simple
4 base form
5 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 regular?

Hear (iregular) Do (iregular) Help (regular)

Think (iregular) Take (iregular) Steal (iregular)
Go (iregular) Drink (iregular) Arrive (regular)

Task 15

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.

1 past &progressive
2 modal & perfect
3 perfect
4 past & progressive & passive
5 past
6 future & 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.

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.

1 present continuous
2 past simple
3 present simple
4 past perfect
5 present simple passive
6 future perfect simple passive
7 past simple & past continuous
8 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).

2. Theyll have finished work on the bridge by then. (future perfect
simple)
3. Shes 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)

1- Past progressive is used as a narrative. And in narratives this tense is used

to set the scene.
2- Future perfect simple is used to show that something will occur before a
specific time or event in the future.
3- Present perfect progressive is used to measure the duration so far of a
present action or to specify when it began.
4- Past progressive is used to make a polite request.
5- Present simple is used with certain verbs (own) to refer states even when
we think of them as being temporary.
Task 18

What auxiliary verb is used to create the present progressive?

What is the form of the lexical verb of the present progressive?

1- We use the present tense form of to be (am, is, are)

2- We use the present participle of the lexical verb in the present progressive.

Task 19

Look at the following mini-dialogues below and decide the time reference
or use of the underlined examples of the present progressive.

1. A: How about going to a movie this evening?

2. B: I can't. I'm meeting Judy for a drink.

3. A: Where's Tony?
4. B: I don't know where he's got to.
5. A: He's always running late.

6. 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
In the second line, the present present progressive is is used to refer to the
arranged future.
In the fifth line, the present progressive is used to refer to the habitual action.
This refers to the repetitiveness of the action to run late which may express ab
irritation at the same time.
In the sixth line, the present progressive is used to talk about the past; to tell a
story.
Task 20

What is the problem with the following examples?

1. Hes having a brother and a sister.

2. Im liking this ice cream.
3. What are you thinking of your new job?
4. This sauce is lacking salt.

The lexical verbs of the given examples are stative verbs, we do not use the
continuous form of the verbs to describe a state.
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.
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.

In the Cambridge Advanced Learners Dictionary (2005) one can find a lot apart
from the meanings of words:

Transcription; British and American pronunciations of a word are shown

after the headword. These are written using the International Phonetic
Alphabet (IPA). The pronunciation symbols are also shown as a different
section.
Alternative spellings are also shown at the headword.
Part of speech; It is shown whether it is a noun, verb, etc. and the grammar
information such as countable[C]/uncountable[u] or irregular plural (for
nouns), transitive[T]/intransitive[I] (for verbs) and comparatives and
superlatives (for irregular adjectives and adverbs).
Phrasal verbs related to a word are shown in a box under the definition.
Collocations; The words that come together are shown in collocation boxes.
Connotations; cross-references refer to words with similar or contrasting
meanings.
Idioms; fixed phrases or clichs which have a special meaning that is not
clear from the separate words are shown also with grammatical patterns if
they are always used in a particular grammatical structure.
Colour pictures provide more information for the visual learners.
Grammatical explanations are provided with several sections like regular
verb tenses, irregular verbs, prefixes and suffixes etc.
Symbols and units of measurement are also included.
For the Cambridge Advanced Learners Dictionary, in the software provided
with a CD-ROM there are additional sections like verb endings, word
building and common learner error.

Task 22

In the following sentences, there is a vocabulary error of some kind. Identify

and describe the problem.

1. Hes the highest person in the family by more than 2 centimetres.

2. I think Ill go to bed now. Im 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. Its good exercise and it helps
me to relax.
 1. High is used to measure how tall the objects and buildings are but we do
not use it with people. We can use tall instead.
2. Enervated is an adjective that is commonly used in literary works, which
makes this informal use an error.
3. Pretentious means trying to appear or sound more important or clever than
you are, especially in matters of art and literature. So, in the example
when the essay is extremely good it cannot be original and pretentious
because of the disapproving connotation of this word.
4. Slap is a hit which can refer to a punishment so it cannot be loving. Pat can
be used instead.
5. Footing refers to a position when you are standing firmly on a slope or
other dangerous surface which is not related to the sentence. But here the
actual meaning is walking and it can be given with the prepositional phrase
on foot.

Task 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 c o l l o c a t i o n s .

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.

2. After he got up, he made his bed and did some housework.
3. It was absolutely fabulous.
4. They both really depend on each other.
5. Their farewell at the airport was highly emotional.
6. She was caught in a vicious circle.

1. Strikingly handsome: adjective-noun collocation

2. Got up: verb-preposition, made his bed: verb-noun collocation did some
housework: verb-noun collocation
3. Absolutely fabulous: adverb-adjective collocation
4. Depend on: verb-preposition.
5. Highly emotional: adverb-adjective collocation
6. Vicious circle: adjective-noun collocation

Task 24

Match the terms 1-3 with the definitions A-C.

1. stress
2. phoneme
3. intonation
 A. the music of our voices
B. giving emphasis to one syllable
C. an individual sound

1.B
2. C
3. A

Task 25

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

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

1. B
2. C
3. A

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