Pre-Interview Task
Cambridge Certificate in English Language Teaching to Adults (CELTA)
Please note that some of the interview will be based on your responses to this
task so come prepared to talk about it and any other areas you have
researched in order to complete it. Please send this form with your
application form as both will be needed to consider your application.
Name:
Date:
Course applied for/dates: _____________________________
The object of this task is to introduce you to some of the insights into language and teaching
required by an English Language Teacher and to give you practice in researching language
points. Please answer the questions BRIEFLY AND LEGIBLY.
It is very important that you do this task without assistance from any other person as we want
to see evidence of your research skills and your ability to think for yourself.
You are required to use a grammar book to help you with the task. We suggest using
one of the following grammar books, if possible – tick the box to show what you have
used:
R. Murphy - English Grammar in Use
[ ]
M. Swan - Practical English Usage O.U.P
[ ]
J. Eastwood - Oxford Guide to English Grammar Oxford
[ ]
Other (give details)
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Language– Structure
1.
2.
Check in a grammar reference book and give examples of the following tenses.
Give REALISTIC NATURAL examples that might commonly be spoken or written by a
native speaker.
a.
Present Simple
b.
Present Continuous
c.
Past Simple
d.
Past Continuous
e.
Present Perfect Simple
f.
Present Perfect Continuous
g.
Past Perfect
h.
Past Perfect Continuous
.
Many foreign learners have learnt that Will and Shall are used to refer to the future in
English e.g. Jane'll be home soon. However, in natural colloquial English other forms
are frequently used.
Look up and find 3 more ways of talking about the future without using will or shall.
Give example sentences.
a.
b.
c.
Language - varieties
3. Look at the following sentences. Would you say them? Who might?

So she's like “No”, and I'm like “Why not?”

I am seeing what you mean.

We've already gotten to know each other pretty well.
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Language - accuracy
4. Look at these examples of a learner's spoken English. Underline the error and say what
you think is wrong and why.
(i)
Pedro has arrived last Saturday.
(ii)
She is living here since ten years.
(iii)
Last year when I went on holiday, I lost my luggages.
(iv)
She's a good cooker.
___________
Language – Functions
5.
Modal auxiliaries are used to express different functions in English. For example, we
use should in different ways to mean different things:
Sample Sentence
You should see a doctor
Gives advice
I know I should vote
Expresses obligation
That should be him now
Expresses probability
Look in a grammar book and find out more about modal auxiliaries.
Consider the modal auxiliary can. Think of 3 more different functions/uses and complete the
table.
Sample Sentence
Function
I can drive
Expresses ability
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Vocabulary
6.
The meaning of new vocabulary can be presented in a variety of ways, including the
following:
A picture or drawing, a simple synonym or opposite, an explanation or definition, a
mime or gesture, a scale or diagram, sound effects etc. or any combination of
these – remember this is not an exclusive list.
Imagine you are teaching low level students. You are going to teach these
vocabulary items to them. How would you teach each item individually in the most
efficient way? Remember, your students have a very low level of English – so keep
what you say as simple as possible! Also consider words that they might confuse
with the words you are teaching. Write your answers below.
unemployed
tiny
to earn
wasp
weekday
unemployed
tiny
wasp
to earn
weekday
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Phonology
7.
Mark the stressed syllable in the following words
eg happiness
entertaining
vegetable
organise
postman
develop
another
chocolate
information
What difficulties do you think students might have with the pronunciation of these words?
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8. Match the words with the same vowel sounds
word
carpet
four
lamp
man
bus
wall
curtain
part
pots
shop
cup
___bus__ and __cup___
________ and ________
________ and ________
________ and ________
________ and ________
________ and ________
Teaching
9.
Think of a successful learning experience you have had. List the factors that you
think contributed to its success. Can you think of any other factors that could be
important?
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10.
Imagine you teach a group of students most of whom have been learning English for
about 2 years.
Your lesson aim is to present If I were you, I'd…….. for giving advice (e.g. If I were you, I'd
join a gym).
You cannot assume all students will understand the word “advice”. Besides, it's more
effective to present language in a natural situation which students can identify with (i.e. make
it clear who is talking to whom, where, why, and so forth). This will clarify the meaning of the
language for them.
Which situation of giving advice would you choose to present If I were you, I'd…….. for giving
advice? E.g. a friend who is not happy in her present job
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What example sentences expressing advice would this situation naturally generate (you need
to think of at least 4 or 5)?
If I were you, I’d _____________________________________________________
If I were you, I’d ______________________________________________________
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Say what aids (eg. pictures) you would use.
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