Section1 LearnersandTeachers,andtheTeachingandLearningContextTask 1 - Teaching and learning contexts1. In what context will you be doing the CELTA course?

2. Do you know what context you will be teaching in after you finish the course?

Task 2 - The learners cultural, linguistic and educational backgrounds1. Think about why you decided to teach adults. 2. 3. 4. 5. Think about what you, as an adult, bring to this learning situation. 6. 7. 8. 9. Look at your answers to questions 1 and 2 and use these ideas to help you to write down what characterises adult learners. 10. 11. 12. Task 3 - Finding out about learners1. 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. 3. 4. 5. How would you find out? 6. 7. 8. Task 4 - Motivations for learning EnglishIf 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 - The qualities and skills of a good language teacherLook at the list of qualities and skills that a teacher might have. Which do you think learners most often rate in the top five?

Section2 LanguageAnalysisandAwareness A: GrammarTask 6 - Association with GrammarMake a list of associations you have with the word grammar. (They may not all be negative!)

Task 7 - implicit grammar1. Correct 2. Incorrect I went to the movies last night. 3. Incorrect He often comes late. 4. Correct 5. Incorrect Can I have a black coffee, please? 6. Incorrect People with 12 items or fewer can queue here. (Although the incorrect version is commonly used for example in supermarkets and fewer people are using fewer!) 7. 8. Task 8Provide 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.

Task 9Identify the underlined words in the following dialogue. Use a grammar reference book or a dictionary to help you with this if necessary.1. subject pronoun2. indefinite article3. co-ordinating conjunction 4. adverb of degree5. adjective6. modal auxiliary verb7. demonstrative determiner 8. preposition9. verb10. noun

Task 10 - Types of verbsDecide if the underlined verbs in the following sentences and questions are lexical verbs or auxiliary verbs.1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 - be, do, and have - lexical or auxiliaryDecide if the underlined verbs be, do and have have an auxiliary or lexical function in the following sentences and questions.1. Lexical 2. Auxiliary 3. Auxiliary4. Lexical5. Lexical6. Lexical7. Auxiliary 8. lexical

Task 12 - modal auxiliary verbsAll 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 = C - Advice2. You may go now, thank you. = E - Permission 3. This letter must be from Frank hes the only one who hasnt written so far. = B - Logical deduction 4. I cant play the piano very well. = A - Ability5. We could go out, but I dont know if Im in the mood. = D - Possibility A. Task 13 - Verb formsMatch the underlined verb form examples to the correct definition.1. I worked until 7 oclock last night. = past tense 2. Theyve been seeing a lot of each other lately. = -ing form3. She lives not far from here. = 3rd person present simple tense4. You have to try harder. = base form5. It was handed to me as I was leaving. = past participle form

Task 14 - past and past participle forms - regular and irregularThink of the past form and the past participle forms of the following verbs. Which are regular? Which are not regular?Base fromsimple pastpast participlehearheardheardthinkthoughtthoughtgowentgonedodiddonetaketooktakenhelphelpedhelpedstealstolestolenarrivearrivedarrivedhear = irregularthink = irregulargo = irregulardo = irregulartake = irregulardrink = irregularhelp = regularsteal = irregulararrive = regular

Task 15 - different elements in verb phrasesIdentify the different elements (past, present, modal, perfect, progressive, passive) underlined in the following verb phrases.1. I was hoping to see you. = past progressive2. They might have got home by now. modal perfect3. We have tried to help. = present perfect4. They were being questioned at length. past progressive/continuous, passive 5. I saw it coming. = past simple6. This time next week you will be lying on a beach. modal progressive

Task 16 - tense namesIdentify 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/progressive2. We stopped doing that years ago. past simple3. She lives somewhere near here. present simple4. We had been for a drink before we met him. past perfect5. These computers are made in China. present passive6. You will have been here for 2 days by then. future perfect7. It happened as I was driving home. past simple, past continuous/progressive8. I have been feeling unwell for a while. present perfect continuous/progressive

Task 17 - time referenceThe 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) = past2. Theyll have finished work on the bridge by then. (future perfect simple) = future3. Shes been working in the garden all morning. (present perfect progressive) = past into the present4. Have you got a minute? I was wondering whether we could have a word. (past progressive) = present5. They own most of the land around here. (present simple) = past, present and possibly future

Task 18 - Present progressive What auxiliary verb is used to create the present progressive? The auxiliary (be) is used as (am, is and are). What is the form of the lexical verb of the present progressive? The -ing form is used for the lexical verb.

Task 19 - present progressive time referenceLook 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 cant. Im meeting Judy for a drink. = a future appointmentA: Wheres Tony?B: I dont know where hes got to. A: Hes always running late. past and present and possibly in the future, referring to a habitA: It was late at night and dark and I was on my way back to the hotel. Suddenly, I find Im walking down the street all on my own and I can hear the sound of footsteps ... using present in a past story was used to recreate and vitalize the dramatic sense of that moment.

Task 20 - present progressiveWhat 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.

B: vocabularyTask 21 - DictionariesMake a list of what extra information dictionaries can provide about words apart from the meaning. Pronunciationexample sentencepart-of-speechdifferent sensesEtymologywhether the word is formal or colloquialfrequency of use (most common to least common)indicates whether the word is formal or informalTask 22 - meaningsIn the following sentences, there is a vocabulary error of some kind. Identify and describe the problem.1. The word high is used for buildings and altitudes, can't be used to describe human's physical hight. The correct word would be tallest.2. Enervated is not commonly used and it sound more formal in this context. The word "tired" would be a better one to use in this sentence.3. Pretentious is attempting to impress by affecting greater importance, which has more of a negative sound than what intended in this context, which is to praise. Clever would be a better word to use in this context. 4. Slap has more of a negative sound to be used in this context which intended to mean a loving touch or pat. 5. Footing means a secure grip with one's feet, but in this context is used to mean jogging which is an incorrect use of word in English. Footing is used in French to mean jogging. Task 23 - collocationIn 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 - adjective2. After he got up, he made his bed and did some housework. verb - noun 3. It was absolutely fabulous! Adverb - adjective4. They both really depend on each other. Verb - preposition5. Their farewell at the airport was highly emotional. Adverb - adjective6. She was caught in a vicious circle. adjective - noun

C: PhonologyTask 24 - terms and their definitions Match the terms 1-3 with the definitions A-C.1. stress = B. giving emphasis to one syllable2. phoneme = C. an individual sound3. intonation = A. the music of our voices

Task 25 - outcomes of problems in pronounciationMatch the problems 1-3 with the outcomes A-C.1. an individual sound is mispronounced = B. the listener might understand bin when the speaker wanted to say pin2. a request is made with very flat intonation = C. the speaker can sound arrogant and demanding 3. the wrong syllable is stressed in a word = A. the word is incomprehensibleA. B. C. Individual soundsTask 26What are these words?1./ eW / 4./pi...sfWl / 7./s...t /2./sa / 5./j / 8./kwe#Wn/3./ln wd#/ 6./k...l/ 9./ W/Word StressAll words of two or more syllables in English have word stress. The stress can be marked by putting a box (or circle) over the vowel sound in the stressed syllable.For example: individual responsibility effect Task 27Where does the stress fall on the following words?1. guarantee3. mechanisation 5. retreat7. success9. identity2. cavalry4. language 6. speculative8. balance10. articulate (adjective)There are few hard and fast rules that govern word stress. One rule that does work is that words ending in ion (e.g. station, election, division etc.) have stress on the syllable immediately before the ion syllable. This is the case even for quite long words:industrialisationTask 281. Mark the main stress on the words in the following 'word family'. Why do you think non- native speakers often experience problems with these words?photograph photography photographer photographic2. 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_________________________________________________________________________________17Weak formsThe most common vowel sound in English is the sound found in many unstressed syllables. It is called the 'schwa' and is denoted by the symbol / W /./W/ For example: fatherThe first syllable is stressed. The second syllable is unstressed and contains the weak sound. Task 29Underline the / W / in the following words:mother forget announce tonight notable mention patrol indicative