Cambridge CELTA

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.


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.

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i. j.

She had a brand new, black, big, plastic handbag. 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.

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

Now, match the numbered questions with the lettered responses. 1. Is that Andrea’s brother? 2. Is that your nephew? 3. Where’s your car? 4. Let’s drive there. 5. What news of John? 6. Why doesn’t he go to Italy? A. That’s my brother. B. That’s my brother. A. I haven’t got a car. B. I haven’t got a car. A. He’s just been to Italy. B. He’s just been to Italy.

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


Look at this word family and the marked stress pattern. photographer photographic


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

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