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    Pre-Interview Task 2010

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    Rubeel Khatib
    This document is a pre-interview task for applicants to the Cambridge CELTA (Certificate in English Language Teaching to Adults) course. It asks applicants to reflect on their experience learning and teaching languages, identify errors in sample sentences, comment on grammatical structures, and demonstrate their understanding of key concepts related to teaching English as a foreign language such as checking comprehension, stress patterns, and motivating tired students. The task is designed to give interviewers insight into applicants' qualifications for teaching English as a second language.

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    Pre-Interview Task 2010

    Uploaded by

    Rubeel Khatib
    96 views4 pages
    This document is a pre-interview task for applicants to the Cambridge CELTA (Certificate in English Language Teaching to Adults) course. It asks applicants to reflect on their experience learning and teaching languages, identify errors in sample sentences, comment on grammatical structures, and demonstrate their understanding of key concepts related to teaching English as a foreign language such as checking comprehension, stress patterns, and motivating tired students. The task is designed to give interviewers insight into applicants' qualifications for teaching English as a second language.

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    This document is a pre-interview task for applicants to the Cambridge CELTA (Certificate in English Language Teaching to Adults) course. It asks applicants to reflect on their experience learning and teaching languages, identify errors in sample sentences, comment on grammatical structures, and demonstrate their understanding of key concepts related to teaching English as a foreign language such as checking comprehension, stress patterns, and motivating tired students. The task is designed to give interviewers insight into applicants' qualifications for teaching English as a second language.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    96 views4 pages

    Pre-Interview Task 2010

    Uploaded by

    Rubeel Khatib
    This document is a pre-interview task for applicants to the Cambridge CELTA (Certificate in English Language Teaching to Adults) course. It asks applicants to reflect on their experience learning and teaching languages, identify errors in sample sentences, comment on grammatical structures, and demonstrate their understanding of key concepts related to teaching English as a foreign language such as checking comprehension, stress patterns, and motivating tired students. The task is designed to give interviewers insight into applicants' qualifications for teaching English as a second language.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    Cambridge CELTA

    PRE-INTERVIEW TASK

    NAME: _____________________________________________________________

    Please note that this is not a test of your English. All questions in this pre-interview task will be fully
    covered during the Cambridge CELTA Course. It is a task to give the interviewer some idea of your
    approach to certain aspects of language and learning. Please return this task along with your
    application form.

    1. Have you ever experienced learning a second language? Was it successful? What positive
    and/or negative feelings did it involve?

    2. Have you ever taught anyone to do something ( e.g. to sew, to drive)? How would you rate
    the success or lack of it and can you think of any reason for this?

    3. Give a brief summary of one successful and one unsuccessful learning experience that
    you have had ( not necessarily language-related). Why do you think these experiences
    were successful and unsuccessful?

    a.

    b.

    The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
    4. What personal qualities do you recognise in yourself which you think would make you
    suitable for TEFL work.

    5. Consider the following questions:

    a. You teach an evening class of tired adults. How would you motivate them/wake them up?

    b. Which do you think is more difficult, understanding speech or speaking? Why?

    c. In your class of 16 students, one has not understood what you are teaching. What would you
    do?

    6. Identify which of the following sentences contain errors and correct them:

    a. I am usually sleeping in on Fridays.

    b. Did you ever go scuba diving?

    c. If I was you, I’d get some more sleep.

    d. Neither Bill nor Steve are coming to my party.

    e. Just between you and I, she’s a bit of a troublemaker.

    f. There was far less people at the match than I’d expected.

    g. The hotel’s comfortable and the weather’s attractive.

    h. His doctor recommended that he gives up smoking.

    Page 2 of 4
    i. She had a brand new, black, big, plastic handbag.

    j. I can’t help wondering how much did he pay for it.

    Why do you think the student made the errors? How would you help the student to remember
    what is correct?

    7. Comment on the meaning and/or function of the underlined items in the


    following sentences:

    e.g. During the holidays, we would always go to the seaside.

    Would shows a regular/repeated past (discontinued) habit/routine.


    In the past they regularly went to the seaside during their holidays, but now they
    don’t.

    a. If you listened to me, you would understand.

    b. So, after that, I leave the cafe and I’m walking down the street and what happens?
    I see Bob.

    c. Eve doesn’t get on with her eldest sister.

    d. I’ll have finished the report by Saturday.

    Page 3 of 4
    8. How might you check that a student has understood the following
    words/sentences?

    a. tomato

    b. happy

    c. I’ve been to Paris. / He’s gone to Paris.

    d. I wish you would drive more carefully.

    9. Look at these questions and answers. The words in italics are those that a
    native speaker would naturally stress in his/her answer.

    e.g. a. Is it half past ten? No, it’s quarter past ten.


    b. Is it a quarter to? No, it’s quarter past.

    Now, match the numbered questions with the lettered responses.

    1. Is that Andrea’s brother? A. That’s my brother.

    2. Is that your nephew? B. That’s my brother.

    3. Where’s your car? A. I haven’t got a car.

    4. Let’s drive there. B. I haven’t got a car.

    5. What news of John? A. He’s just been to Italy.

    6. Why doesn’t he go to Italy? B. He’s just been to Italy.

    What are the implications for teachers and students in the classroom?

    10. Look at this word family and the marked stress pattern.

    photograph photographer photographic

    What are the implications for teachers and students in the classroom?

    Page 4 of 4

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