SECTION A-GRAMMAR

The following sentences contain errors in the use of the verb tenses which are often made by
learners. Correct the errors. Give the name of the correct tense and a brief explanation of how its
being used in this context.
Example:
Correction:
Correct Tense Name:
Use:
arrangements.

Do you go to Ranias party next Friday?

Are you going to Ranias party next Friday?
Present continuous
The present continuous is used here to talk about future

1. I have arrived in Cairo last Monday.

correction: I arrived in Cairo last Monday.
correct tense name: Simple Past Tense

use: Simple Past is used for actions that started and finished at a specific

time in the past .Since the time is mentioned here , last Monday , we cannot
use Present Perfect .
2. Im usually visiting my parents once a week.
correction: I usually visit my parents once a week.
correct tense name: Simple present tense

use: Simple Present tense is used to describe a regular action or a habit.

Mentioning the frequency of the visits, once a week, means that this action is
regular.
3. When I got to the airport, I realised I left my passport at home.
correction: When I got to the airport, I realised I had left my passport at home.
correct tense name :Past Perfect Tense

use: Past Perfect is used to express the chronological order of actions in the

past .Leaving his keys at home was the first action to happen while getting and
realising were the following ones. The first action is in Past Perfect whereas the
others are in Simple Past tense .
4. I can't come to your house tonight, because I'll have dinner with my family.
correction: I can't come to your house tonight, because I am having dinner with

my family.

correct tense name: Present Continuous/ Progressive ( Future meaning )

use: Present Continuous is used to talk about arrangements for events at a time

later than now.

SECTION B-CLARIFYING LANGUAGE

1-You

are teaching a group of learners at pre-intermediate level when the words much and many +
noun come up. How could you clarify the difference between the two? Think about how you can
make the meaning clear, trying to avoid over-complicated language.

- I will ask one of my students to volunteer counting his hair. Spending too
much time doing this and adding the point that he could lose some of his hair
during counting, we will reach the conclusion that it is impossible to count your
hair . I will give more examples by asking them to get a cup of water and count its
drops and asking if they can count all the money in the world. I will help them to
mention other uncountable nouns (liquid , food, money , luggage , toothpaste ) .
- I will ask them to count things around them ;like chairs , books , and pens. After reaching the conclusion that some nouns are countable and others are
uncountable, I will ask them to write down all the nouns we have mentioned
,determine whether they are countable or uncountable and whether we will use
much or many .
- Finally , I will give them examples about how to use much and many with these
nouns , then I will ask them to work in pairs making their own sentences.
-If there was enough time , I would add more practices that involves group work
and implement kinaesthetic energy ( I will scatter some flash cards that have
pictures of nouns, the students will have other flash cards of much and many .
Each one will have to collect as many suitable nouns as possible )
2. Imagine that you have to teach some vocabulary associated with transport (e.g. bus, bus stop,
ticket, etc) to a group of elementary learners.
How would you teach these words and other ones related to them?
How would you check that the students had understood?

-I will start the lesson by asking these questions; Where did you go last
weekend ? How did you go there?, How long did it take ? Were there any
faster ways to get to this place? How do you usually come to my class ?Do
you pay money if you take a bus?In exchange of what is this money ?Who drives
a bus, plane and a ship ?
Do you like riding a bike ? How do you ride it ? .
-I will mention an Arabic movie in which the hero wished to drive a motorbike and
ask them about the means of transport that the hero wanted to drive .I can even
play the movie and ask them to tell me how did he feel towards his motorbike and
ask them about their favourite means of transport.

-Simultaneously ,I will listen to their answers, and make them write all the active
vocabulary on the board .I will make sure that the board is divided into three
categories -air , land and sea - and that they have written in the correct place .I
will leave them guess the correct place themselves at first then I am going to
guide them if they were wrong.
- There will be flashcards . I will show them in time, so that they can associate
the sound with the picture .
- I will ask them if the spelling was correct , listen to their opinions and make
them check the right answers themselves by opening an online dictionary or by
watching a video that includes pictures accompanied with text.
-By then I have introduced the topic , vocabulary ;like bus, school bus , car , train ,
bicycles , pedals, motorbike , ticket , plane , ship , boat ,pilot, bus driver and
captain , and stressed the importance of spelling .
- I will move to storytelling . They will sit in circle with me standing in the middle.
The following materials will be scattered on the ground beside me : passport ,
ticket , money , a helmet ,and toys of an ambulance car ,a train , a bus , a taxi , a
boy driving a motorbike , a plane , a pilot and a driver and pictures of an airport
a train station and a platform .
-I will start telling the story and ask them to pick up the right object whenever I
mention it in my story and look down on the ground ..
- This is the story I am going to tell .
Ten years ago , I was in Alexandria spending my weekend. It was 8 pm .My
friend called to remind me of my exam the next morning . I couldnt believe how I
had totally forgot about the exam date . I went down to the street ,stopped a

taxi

train station. The streets were not

I knew that it was just an hour for the train to leave .

and asked him to drive me to the

moving at all ,

( What should I do ?)

driver his money and asked

him to stop . As I was opening the door to get down , a motorbike hit the door .
I decided to walk to the train station. I gave the

The boy riding the motorbike was wounded .

It was a mistake to open the door without checking the road , so I had to

take him to the hospital . I called and asked for an ambulance car. ( I will hold
it myself ,write the spelling on the board and repeat the word many times ).When
we arrived ,the doctors told me that he will be fine soon .Thank God he was
wearing a

helmet that protected his head .

( I will ask one of them to wear the

helmet and ask him what are you wearing ? who wears it and why ?)
I went to the boy and told him , I am very sorry for not checking the road
before opening the door .Then ,I left quickly to catch my train . Would I be able
to make it on time ! I decided to give it a try.
There was a

bus stop

in front of the hospital . I passed the road . The

bus arrived at once. (I will write the underlined words on the board in the
appropriate place and quickly explain their meanings ).I got into the bus , bought
a

ticket

from the bus driver and arrived to the train station .

line in front of the ticket window . I got the ticket quickly ,

but once I arrived at the platform I saw the train leaving and I couldnt catch
There was no

it . ( I will write the words line and platform on the board under train). There
wasnt any other train to Cairo that night.
How could I travel to Cairo now?

pilot. He
said that he could help me buy the ticket quickly .I got a taxi to the airport
I decided to travel by plane . I called a friend of mine who was a

and quickly bought a

ticket

for the next

flight to Cairo. I thought they would

need a passport , but it was not needed for any flight inside Egypt .
When I got on the plane I thought that if I had paid attention to my exam
date and checked the road before opening the taxi door , I wouldnt have gone
through this bad experience and I would have saved some money.
-I will revise all the discussed vocabulary written on the board and try to get
more definitions from the students . I will also stress the usage of some verbs;
like pass the road get on the train , plane or bus , to ride a bicycle or a
motorbike ,to drive a car , bus , or a taxi and to check the road . I wont say
any thing about the word flight at this moment.

-They will have a working sheet that includes the text of the story I narrated
followed by these questions :
A-Use some of the bold words in the text to complete these sentences .
1-If you want to catch a train , you go to the nearest ..
2-After you buy a ticket ,you wait for the train on the
3-If the ticket window is crowded , we have to wait in a
4-If you ride a motorbike , you must wear a for protection
5-We must call and ask for .if anyone was wounded in an accident .
6- If you want to travel by plane ,you have to go to the ...
7-You must buy a and have a ...if you want to travel by plane
outside Egypt .
8- To get a bus , you have to wait at the
9-You buy a bus ticket from the bus .
10 A journey in a plane is called a
11- A ..s job is to fly planes .
B-Match the pictures with the sentences
They will practise using the previously discussed verbs through matching the
sentences with pictures.
They will work in groups for this task .
-The other unpractised vocabulary ( pedals and sea modes of transport has to be
in a working sheet for the assignment . The exercise will be mainly pictorial )
- This activity is more suitable for higher elementary grades( 3, 4 and 5 )
- For lower grades miming is better .It will depend on role play in three different
scenes to cover the three modes of transport .The active vocabulary will be
reduced.
-Under my supervision ,they will work together to write school bus , car ,train
on some papers. I will ask them to stand up in two lines and surround them with
papers written on it school bus . I will be the bus driver. Some students will
have other roles; some will try to stop the bus and get on , others will be cars
and others will form a train.

- While driving they will repeat some sentences ; like it is a bump lets jump , the
bus is moving , the bus stops , someone is getting in . He has to buy a ticket , The
bus is waiting for the train to go , the cars are moving quickly.
-I will help them performing other scenes .
-One of them will be the captain or the pilot . They have to drive. I will create
obstacles; like saying there is something wrong with you plane , you have to land
(go down )what will you do ? . I will ask others to act frightened .
-To practise spelling, I will make them carry flash cards of letters and then one
of students will say a word that we studied today . The right letters have to move
quickly to form the correct spelling .
- During all this the words must be written on the board with pictures so that
they can recall everything easily .
3. Label the seven underlined words using the correct word class. The first has been done as an
example.
My students rightly expect me to research my grammar before I deliver the lesson.
My = adjective
rightly =adverb
me = indirect object
to=

preposition
deliver = verb

research =verb
grammar = direct object
the =determiner / definite article

SECTION C: METHODOLOGY

The following1 are examples of lengthy instructions which a teacher might give in class. How
would you change them to make them easier for elementary level (with limited English) students to
understand?
1)

Example: Now actually I would really like it if you could now stand up yes everyone please.
Simplified: Stand up (or just a gesture)
a. If I were to ask you for your opinion on smoking what do you think you might say to me?

'What do you think about smoking?' or I would get a cigarette and ask them Do
you think I should or shouldnt smoke ? and then ask for their reasons
b. Would you like to tell everyone the answer you were thinking of again, because I dont think they
heard it when you spoke so quietly and Im sure wed all be interested in hearing it again if you could
please?

Louder please ( I would point to my ears too)

c. Well that wasnt really what I was hoping youd say when I asked that question. I was actually
looking for the name of the verb tense not an example sentence but what you gave me was fine only
does anyone I wonder have the answer Im looking for?
1

What is the name of the tense ? or Your example is right , but what is the
name of the tense you have just used ?
Taken from Scrivener, J. Learning Teaching, Macmillan, 1994
2) You plan to use a newspaper text in your class for reading practice. Here are some of the
activities you have planned for the text. Decide what order you would do them. Explain your rationale
for the order.
a. The learners find examples of the past tense in the text .

b. The learners read the text and answer ten questions on the information in it .
c. Give the learners the headline from the article and they predict the possible content- they read to
check .
d. The learners discuss their opinions on the text .

1- Give the learners the headline from the article and they predict the possible
content- they read to check .
Prediction should be the first step to stimulate their interest and
motivation to read. It improves their imagination , helps me find out what is in
their minds and try to relate it to the main topic. Moreover ,it helps the students
relate what they already know to the text .
2- The learners find examples of the past tense in the text
Asking them for the used tense and its examples will help changing the
lesson pace , as the first activity took some good time . Their previous knowledge
about the text will make it faster for them to detect the verbs. This could be
considered a skimming practice .
3- The learners read the text and answer ten questions on the information in it.
By the time they start reading for details , they will have had enough
information. This writing activity motivates the students to read and re-read in
that it provides a purpose for reading and the become actively engaged with the
text. I will check if there is any misconception .
4- The learners discuss their opinions on the text.
Finally , the students have full understanding of the text and absorbed enough
vocabulary , grammar and sentence structure . They have a clear idea about the
topic and able to articulate their opinions in appropriate language .
SECTION D: PRONUNCIATION

Mark the main stress on the word below by underlining the vowel of the stressed syllable.

Example: hospital / understand

1. allow

2. prediction

3. controversial

4. photograph

5. photographic

6. photographer

7. prefer

8. preference

9. record (noun)

10. record (verb)

SECTION E: LANGUAGE IN CONTEXT
1. Look at the exchange below and the labels on the right.
A: Would you like to come to the cinema tonight? INVITING
B: Yes, Id love to.

ACCEPTING AN INVITATION

We call these labels (i.e. inviting, accepting an invitation) FUNCTIONS. It is simply a way of categorising the
speakers intention. Look at the short dialogue below and label the function of each utterance. Put your
answer in the column on the right.
A: Hey, Bob!

ATTRACTING ATTENTION

B: Yeah?

Expressing interest

A: Give me a hand with this suitcase, will you?

Making a Request

B: Sorry, but Jennys waiting for me.

Apologizing

A: O.K. Never mind.

Forgiveness

This dialogue is clearly a very informal one between two speakers who know each other. Write a similar
dialogue in the space below on the same topic using the same functions between two people who dont
know each other.

A: Pardon me Sir.
B: Yes? What can I do for you?
A: Could I ask you to help me carry this suitcase ?
B : I wish I could, but I've got an appointment.
A: It's OK. I understand
PART 2 APPROACHES TO TEACHING AND LEARNING
Please write about 150 words (no bullet points) for the following task:

1. Think of two different learning experiences in your life, one of which was successful and one which
was not. Highlight the three main factors in each case which made the experience successful or
unsuccessful.

Ten years ago our schools didnt have the teaching facilities that are
available nowadays ;projectors , smart boards , flash cards and even laptops
were not easily available in schools . Moreover, the multiple intelligences theory
was not popular . Teachers were just used to verbally explaining the lessons
and we were just supposed to write the lesson and answer the questions
without any other kind of interaction . However, the successful experience I am
going to talk about was at that time . It was my science teacher in secondary
school. She did her best to facilitate the learning process for us . We
experimented things in the science laboratory , saw videos related to our
curriculum and even had a class about plants in the school playground . In
addition to her enthusiastic and innovative attitude towards teaching , she
established good relations with us and paid attention to our learning pace. In
conclusion , the main factors that helped in the success of this experience were
: her enthusiasm towards teaching , her sense of responsibility towards us,
having good rapport with the students , creating an environment that respects,
encourages and stimulates learning through experience, and her focus on our
achievement.
The other experience was two months ago . Our school invited a group of
Danish teachers for a training course . Unfortunately , it was the worst training
ever .I had a missionary zeal when we started , but their boring attitude
disappointed me . Having low voice , lacking movement in the class and

activities , depending only on auditory learning were the factors that

contributed to their failure . Even the PowerPoint presentation was not
attractive ; it included too much writing , so we couldnt easily find what they
were referring to .
Why would you like to take the CELTA course and what do you expect to gain?
(Please write about 100 words)

I have been enquiring about teaching courses for over a year . I have heard
about TKT , TESOL and FELT (The Fundamentals of English Language
Teaching) and meet people who passed through them . The general feedback that I
got was that all these courses are mostly theoretical. I think teaching depends on
interaction. Thus , I was looking for a course that would help me evaluate myself
in class and helps me find new teaching strategies . My lesson plans are organised ,
but I need to know how to create comprehensive activities that improves their
skills and tests their understanding and how to make assignments kind of fun
.According to what I have read about CELTA , I believe this is what I am looking
for . In addition , the awarding body and the moderator are prestigious
organisations, so it is guaranteed I wont lose money on it .