A Task1
1) the context that I will be doing the CELTA course
I will be doing the CELTA course on an intensive full-time
basis with small open group that probably includes the
mixed gender and ability ones. The learners are
multilingual and they might have previous formal
education. The class would be from 9 am to 5 pm,
Monday to Friday. The teachers also would have Englishspeaking backgrounds.
2) what context will I be teaching in after finishing the
course
As I have experience of teaching for almost 5 years and
my academic background is related to English, if I Can
successfully pass the CELTA course, I would have the
chance to teach in most of the above-mentioned
contexts. This course can cover the weak points to a
great extent and is highly worth passing as it includes all
of the practical and theoretical points that is required for
an English teacher. After finishing this course, my selfconfidence would be improved and I would be able to
teach in small or big multilingual groups of adult learners.
B Task2
1) I decided to teach adults as they are mature enough
and more receptive than younger ones. Adults mostly
decide to study by their own decision and there is no
force by others behind them, and merely their needs and
desires makes them to join the class. They know why
they are in the class and appreciate their time as a result,
so, they are responsible enough to do what they are
asked. Moreover, it is not difficult to control them and
having communication is much easier with mature
groups; the activities and role plays are more interesting
for me as an adult and I am supposed to prepare the
conversations that are sometimes helpful for myself.
They have experience of the real life and a lot in mind to
present; each one of them brings new information about
their life, career or field of the study that would be highly
beneficial to be discussed. Having dealt with adults, the
discussion sometimes would be controversial that I find it
somewhat attractive in my career.
2) As an adult, I am supposed to consider their needs and
motivation and prepare the material and activities
accordingly; in so doing, they would find the class more
functional and interesting. They need to feel good about
themselves in the class. I have to prepare activities they
are able to do to provoke this satisfying feeling about
themselves. The strategies and methods related to
students’ characters and needs are what I have to think
about and choose the appropriate ones to make the class
fruitful. The active learning strategy, discussion strategy,
humor and, etc. are highly important. Students need to
have positive attitude and feel enthusiastic about the
class and learning environment; thus, any activity that
create this atmosphere is what I am supposed to
carefully plan for to enhance their motivation and
performance.
3) There are different signs characterizing adult learners.
Their age, educational and vocational backgrounds, their
experiences of language learning in the past, their
expectations and motivations for studding English; they
even have preferences about the methods they want to
learn with, they are aware of the different approaches of
teaching and some of them even feel unhappy with some
of them and can easily recognize the method that is
appropriate for them, based on their own needs, ability
and the way they feel compatible with. They are mature
enough to accept their mistake and know the errors and
mistakes as the trend of learning, so, they hardly feel
disappointed in face of their mistakes. Additionally, some
of them are creative, fast learners, they make intelligent
guesses, are open to any subjects_ even general or
academic ones_ and are completely involved in the class.
These features characterize the adult learners. There are
also 4 groups converters, conformists, concrete learners,
and communicative learners (practice of English book,
P.88) that differentiate their characters that is worth
knowing about them.
B task3
1) Regarding the mentioned factors in order to create a
useful environment in the class, I need to find out some
basic information about learners’ characters at first
glance. I need to know their feeling and impressions
about the class and myself. How they analyze me and
what type of group they are, active or difficult ones to
interact. Do they like me? Are they active and how I can
make them to be active and feel interesting. Having
information about their age, experiences, educational
backgrounds are also of importance. If I have a general
idea of their personality, I would make the lesson plans
and activities or role plays accordingly to make everyone
get involved.
2) There are some factors helping me to find out about
the outlined items. For example, eye contact and their
reaction when I look at them or the ways they are sitting,
their gestures, their interaction with each other, being
silent or talkative, and the way they answer the simple
questions_ like their age, study, their reason for studding
English, the place they come from_ in the class shows
their confidence, fluency and motivation. Even if they are
at the same level of English in the class, their levels of
intelligence, their type of intelligence, their learning
pace, and personality _ shy or ongoing personalities_
indicates their characters. The way they interact virtually
shows their personality and how smart or active they are,
to a great extent. Furthermore, using different NLP or MI
tests like Lead VAK Test (practice of English book, p.92) is
highly helpful to know their preferences. I also can ask
them face-to-face or through written feedback to know
how much they respond to an activity. This way, I can
categorize them into two or three groups in my mind and
make a balanced group for doing various works in the
class.
C task4
Admittedly, there are a range of motivations for studding
English that could be extrinsic or intrinsic. The intrinsic
ones are strong enough as students decide to study by
their own decision with no force posed by others or
situations, however, they can be demotivated in the
middle of study if their situation change and they just
intrinsically alter their mind for studding, that is again an
intrinsic decision; however, I don’t think they might be
challenging as they have kind of propensity for learning
English, they strike to learn and enthusiastically do the
home works or get involved in class activities. Similarly,
the ones with extrinsic motivation can be divided into
two groups, the ones having strong incentives and the
other groups that their motivation is shaky and they are
highly bound to stop studding. Regarding the abovementioned extrinsic motivations, the ones being forced
by their parents would be the most challenging
individuals in terms of motivation; although the other
motivations are extrinsic, the reasons behind them is for
their own good and they are aware of its advantages for
enhancing their situation. For example, the students who
want to study for career purposes, communication or
education, have decided by their own to step on this
path, but the ones under the pressure of family would
hardly be content with that in the class and their
motivation need to be built by teachers at first step,
whereas the others usually start the process with enough
desire; hence, the teacher’s work is easier as she needs
to sustain this desire, not to start creating that.
D task5
1-Building rapport that in turn includes: having a sense of
humor, respect students, inspiring confidence, being friendly and
honest, empathizes with them
2-Gives clear information and feedback
3- is methodical and well-organized
4-is authoritative without being distant
5-does not complicate things unnecessarily