Campbell College

Centre n ES331

CELTA PRE-INTERVIEW TASK

Candidates name:___Silvia Moreno Borja_________________________________ Course starting
date:__________________
Please complete this task carefully. We recommend you refer to a grammar book, dictionary or teaching website when preparing your answers.
Please return the task to the centre before your interview.

SECTION A: LANGUAGE AWARENESS

VERB FORMS: Match a sentence from A with a sentence from B according to the tense used. Say which tense it is and
why it is used.

A
i)
ii)
iii)
iv)
v)
vi)
vii)

He works in a bank
Im learning to drive at the moment
Have you ever been to Paris?
My car was stolen
Do you think itll rain tomorrow?
They were looking for a new house
He had arrived earlier

B
a) Hes had a lot of experience
b) I studied in France
c) What were you doing last night?
d) Do you often go to the cinema?
e) The match had already finished
f) In the 21st century all the housework will be done by robots
g) Are you reading the newspaper?

i.
ii.

_ d)
Present simple used for habits / routines
_g) Present continuous used for current actions

iii.

_____________________________________________________________________
_a) Present perfect used for expressing actions from an indefinite time in the past, or which are still happening now

iv.

_____________________________________________________________________
_b) Past simple (active/passive): action in the past, especially at a specific time

v.
vi.

_____________________________________________________________________
__f) Future used for predictions___________________________________________________________________
__c) Past continuous: used to express action in the past, usually without specifying the exact moment

vii.

___________________________________________________________________
___e) Past perfect: used to express the past in the past
__________________________________________________________________

PARTS OF SPEECH: Write the word class of the underlined words. (check your answer in a dictionary or www.dictionary.com)
a) He got up early for work

NOUN

b) Where do you work?

VERB

c) Can you swim?

MODAL VERB

d) Although hes nearly 40, he looks much younger

CONJUNCTION

e) Is this yours?

POSSESIVE PRONOUN

f) Give that to him

PRONOUN

g) They left ten minutes ago

ADVERB

h) Smoking is bad for your health

NOUN

STUDENTS ERRORS: Correct the errors below and say why you think the student made them.

Does he plays tennis?

a) Im knowing John very well
b) Ive read that book last year
c)Ill give it to him when he will come
d) I would of done it if I had had more time

(play) : Student isnt aware that the auxiliary does is followed by the main verb
in infinitive
(KNOWING) : Student isnt aware that know is a stative verb, and its not
possible to use it in the continuous form
(Have read) : Student isnt aware that the action is completely finished and the
right way to express it is by using the simple past tense
(he will come): Student isnt aware that we use the simple present to express
future. Subjunctive is expressed by the simple present.
(of) : Student isnt aware that we need the auxiliary have (ve in its
contracted form). In its contracted form sounds like of. Thats why the student
can get confused.

PHONEMIC SCRIPT: Mark the stress and give the phonemic script for the following words

(check your answer in a

dictionary or www.dictionary.com)

CAT
DOG
TIGER

/k&t/
/dQg/
/taIg@(r)/

RHINOCEROS
KANGAROO
HEDGEHOG

/raInQs@r@s/
/k&Ng@ru:/
/hedZhQg/

SECTION B METHODOLOGY: Write short answers

a.

Why do you think you would make a suitable teacher of EFL? (150 words)

I think I would be a suitable teacher of EFL because I love the English language and I enjoy teaching it. The methodology Im
going to use when teaching English is the Communicative Approach, where the main goal is to give students as much
opportunity as possible to speak in the classroom. The methodology is task-based, and attention is mainly centred on the student,
who has to participate in a dynamic way in all the activities proposed. The teacher has to monitor them, and can intervene when
problems arise. In this way, students will learn more as they face the difficulties involved, and think about them accordingly. The
teacher then provides explanations to clarify any doubts they might have. I intend to find up-to-date topics designed to provoke
my students interest. My experience in this respect has shown that making an extra effort to prepare the class is the key to
success. I always try to find activities that my students like, such as role-plays, games, puzzles, flashcards and debates. Students
usually recognise the effort made, and make it known in their positive feedback.

b.

Describe your previous language learning experience. What conclusion can you draw about what makes a good language
lesson? ( 150 words)
I began to study English when I was thirteen years old. The language attracted me from the very beginning, I loved the sounds
and I could understand some of the lyrics of songs. I suppose I found it useful. Language classes were very boring at that time;
we were always doing written work, mainly grammar exercises, and I didnt enjoy them much because we didnt participate in
the class in an active way. In fact, we didnt speak at all, and as a result I tended to pronounce things as they were written.
I think that a good language lesson is one that gets the students to speak as much as possible, allowing the teacher to give them

feedback. This approach to correction is important, although we shouldnt overdo it, as this might put our students off. This taskbased methodology, where the students get totally involved, makes them the centre of attention. The teacher has to monitor them
of course, by walking around and correcting them when necessary.

ii) You have a group of advanced learners who want to practise speaking. Plan a one hour lesson based
on the theme of THE ENVIRONMENT.

Stage

Procedure
In pairs do the quiz How eco-friendly are you? Where my students will be asking and answering questions

Warm-up
1
Presentation/Practic
e

Listening exercise. Radio 4 podcast The Life Scientific interview with David Goulson from Radio
4 about bees and the use of pesticides. Fill in the gaps. Theyll do it in pairs, so
they have to speak and decide together which word goes in the gap

2
Production
3

Debate. Students will work in groups, and they have to find reasons for and against the use of pesticides. After
10 minutes, each group has to back up its ideas with suitable arguments.