Celta_Pre-Interview_Task

CAMBRIDGE CELTA Certificate in English Language Teaching to Adults PRE-INTERVIEW TASK NAME: COURSE DATES APPLIED FOR: Complete this task carefully. It is one of the factors we consider when making a decision about your application. You will be asked to comment on the contents of this task in greater depth at interview. Please make a copy of this task so that you may refer to it if you have a telephone interview PLEASE WRITE YOUR ANSWERS ON THESE SHEETS PROVIDED Grammar a) How would you explain to a language learner the difference in meaning between these two examples' He's been to Paris / He's gone to Paris. He's been to Paris: he has been to Paris in the past and has returned. He's gone to Paris: he has departed for Paris; he is in Paris, or travelling to Paris, now. Statement is in the present or recent past. b) How would you explain to a language learner the difference in meaning between these two examples' I’ve been doing the washing-up/I’ve done the washing-up I’ve been doing the washing-up: The speaker has recently been busy with the task of washing-up I’ve done the washing-up: The speaker has finished the washing-up c) How would you explain to a language learner the difference in meaning between these two examples' If I have enough money I’ll go on holiday/ If I had enough money I’d go on holiday If I have enough money I’ll go on holiday: the speaker hopes to go on holiday, as long as they save enough money. If I had enough money I’d go on holiday: the speaker wishes to go on holiday but does not expect to have enough money. Vocabulary Explain the difference between the following pairs of words. bring/fetch • bring: transport or take with, transmit [accompany] “I will you bring you breakfast in bed”; “Can you bring the spare key when you next come to the house'”; “I bring good news!” [ “I hope you will bring your boyfriend to the party”; “The winter will bring a chill wind”] • fetch: to retrieve or collect an item or person from elsewhere and bring back “Will you fetch my gloves from the car'”; “Please throw a stick for the dog to fetch” thin / skinny • thin: slender or narrow; the opposite of wide, thick or fat. Can refer to any object. “A thin slice of cheese”; “She had a thin neck” • skinny: extremely thin – usually refers with disapproval to an underweight aperson or animal. “That model is too skinny” win / beat • win: come first; achieve a prize “I think Andy Murray will win Wimbledon next year” • beat: defeat an opponent “Roger Federer beat Murray at Wimbledon this year” Pronunciation Say the following words aloud (try them in a sentence) and then mark the syllable that takes the main stress; like this:   hospital understand o     allow prediction controversial prefer preference o     photograph photographic photographer record(noun) record(verb) APPROACHES TO TEACHING AND LEARNING Now think of your own experience as a learner of languages at a school or elsewhere. What conclusions would you draw from your experience as regards what makes a good language lesson' Write a minimum of a hundred words in the space provided below. A good language lesson will: • provide clear objectives and learning aims • include structured progression • be challenging, engaging and productive • provide activities that require interaction with the material and involve all students in the learning process • provide a range of activities to meet the different learning styles of students • provide differentiated material to support classes of mixed ability • provide opportunities for students to ask for something to be re-explained • include scaffolded exercises leading on to more challenging activities to stimulate students in the learning process • encourage students to work things out for themselves • encourage students to summarise material and give examples to demonstrate their understanding • provide opportunities to revisit learning points - repetition to embed learning but with some variation of approach to maintain students’ motivation • provide opportunities for the teacher to ask probing questions to draw out misconceptions • build on previous learning • provide motivating context for learning • provide opportunities for students to explore ideas and ask questions • be relevant to the qualification’s examination • provide opportunities for practise and self-assessment: putting theory into practice is not necessarily straightforward • provide a patient and supportive learning environment