CELTA Planning & Resources 3 â Questions and Answers
Question 1: Which of the following best describes a 'lead-in' stage in a CELTA lesson plan?
- The stage where the teacher writes the grammar rule on the board
- An opening activity that activates learner interest and relevant prior knowledge (Correct answer)
- The final speaking activity that consolidates the lesson
- A reading task used to introduce new vocabulary
Correct answer: An opening activity that activates learner interest and relevant prior knowledge
A lead-in engages learners with the topic or context before introducing new language, activating schema and motivation.
Question 2: On a CELTA lesson plan, timing estimates are recorded for each stage. What is the MAIN reason for this?
- To demonstrate to the trainer that the trainee can do arithmetic
- To help the trainee manage pace and ensure the lesson fits within the allotted time (Correct answer)
- To tell learners exactly how long each activity will last
- To calculate how many materials need to be photocopied
Correct answer: To help the trainee manage pace and ensure the lesson fits within the allotted time
Timing estimates help trainees plan realistic pacing so all stages are completed and no stage overruns to the detriment of others.
Question 3: A CELTA trainee adapts a coursebook dialogue by replacing formal language with more natural, colloquial expressions. This is an example of:
- Replacing the resource entirely with an authentic text
- Supplementing the coursebook with a teacher-generated material
- Adapting an existing resource to better suit learner needs or lesson aims (Correct answer)
- Omitting a stage from the original lesson sequence
Correct answer: Adapting an existing resource to better suit learner needs or lesson aims
Adapting materials means modifying an existing resourceâsuch as a coursebook textâto make it more appropriate for the specific learners or aims.
Question 4: In CELTA planning, what is meant by 'interaction pattern'?
- The way the teacher varies their tone and volume during a lesson
- Who is communicating with whom during each activity (e.g., TâS, SâS, group work) (Correct answer)
- The sequence of questions the teacher plans to ask
- The pattern of eye contact the teacher maintains
Correct answer: Who is communicating with whom during each activity (e.g., TâS, SâS, group work)
Interaction patterns describe the social configuration of communication in each stage, such as teacher-to-class, pair work, or small group work.
Question 5: Why is it important for a CELTA trainee to include a 'context' when presenting new grammar?
- To make the lesson longer and fill the required time
- To help learners understand the meaning and appropriate use of the structure (Correct answer)
- To prove to the trainer that the trainee has planned enough material
- To ensure learners copy the rule into their notebooks
Correct answer: To help learners understand the meaning and appropriate use of the structure
Context makes the meaning and function of grammar transparent, allowing learners to infer how the structure is used before focusing on form.
Question 6: A CELTA trainee plans to use flashcards to pre-teach vocabulary before a listening task. What is the PRIMARY purpose of pre-teaching vocabulary in this context?
- To reduce the length of the listening text so it fits in the lesson
- To remove all unknown words so comprehension requires no effort
- To ensure key words don't block understanding of the listening task (Correct answer)
- To test whether learners already know the vocabulary
Correct answer: To ensure key words don't block understanding of the listening task
Pre-teaching targets only vocabulary that would otherwise prevent comprehension, allowing learners to focus on the listening task itself.
Question 7: Which component is LEAST likely to appear in a detailed CELTA lesson plan?
- Lesson aims
- Anticipated problems and solutions
- The teacher's personal opinion of the coursebook (Correct answer)
- Interaction patterns
Correct answer: The teacher's personal opinion of the coursebook
CELTA lesson plans focus on learner-centred pedagogical elements; a teacher's personal opinion of a coursebook is not a required or relevant component.
CELTA Planning & Resources 3
Which of the following best describes a 'lead-in' stage in a CELTA lesson plan?