CELTA Planning & Resources 4 — Questions and Answers
Question 1: A CELTA trainee is planning a writing lesson. According to a process approach to writing, which sequence is most appropriate?
- Assign the writing task, collect and mark it, return with corrections
- Brainstorm ideas → draft → peer feedback → revise → final version (Correct answer)
- Present a model text → identify features → copy the model
- Set the title, give a time limit, and collect at the end of class
Correct answer: Brainstorm ideas → draft → peer feedback → revise → final version
A process approach emphasises stages of planning, drafting, reviewing, and revising rather than treating writing as a single product-focused event.
Question 2: When selecting a listening resource for a CELTA lesson, which factor is MOST important to consider first?
- Whether the audio file can be played on the classroom equipment
- Whether the text is at an appropriate level and relevant to the lesson aim (Correct answer)
- Whether the topic is personally interesting to the trainee
- Whether the transcript is available for learners to read
Correct answer: Whether the text is at an appropriate level and relevant to the lesson aim
The primary selection criterion is whether the resource is level-appropriate and serves the lesson's stated aim; technical and logistical factors are secondary.
Question 3: In a CELTA skills lesson, what is the difference between 'while-reading' and 'post-reading' tasks?
- While-reading tasks are done before the text; post-reading tasks are done during
- While-reading tasks occur as learners engage with the text; post-reading tasks follow after reading is complete (Correct answer)
- While-reading tasks are always comprehension questions; post-reading tasks are always vocabulary exercises
- There is no meaningful distinction between the two in lesson planning
Correct answer: While-reading tasks occur as learners engage with the text; post-reading tasks follow after reading is complete
While-reading tasks direct attention during the reading process itself, whereas post-reading tasks exploit the text for discussion, language work, or production after reading.
Question 4: A trainee plans a speaking activity using role cards. What is the main advantage of providing role cards to learners?
- They allow the teacher to sit down and rest during the activity
- They give learners a communicative purpose and information gap to drive interaction (Correct answer)
- They eliminate the need for the teacher to monitor learner performance
- They ensure all learners say exactly the same words
Correct answer: They give learners a communicative purpose and information gap to drive interaction
Role cards create an information gap and communicative purpose, making the interaction genuine rather than a mechanical repetition exercise.
Question 5: Which of the following is an example of a 'supplementary material' in CELTA lesson planning?
- A grammar exercise taken directly from the class coursebook
- A teacher-created gap-fill worksheet to practise the lesson's target language (Correct answer)
- The audio CD that accompanies the coursebook
- The coursebook's unit vocabulary list
Correct answer: A teacher-created gap-fill worksheet to practise the lesson's target language
Supplementary materials are resources that are not part of the main coursebook, such as teacher-made handouts or materials from other published sources.
Question 6: A CELTA trainee writes the following aim: 'To teach the present perfect.' Why might a CELTA tutor ask the trainee to revise this aim?
- It is too long and should be shortened
- It is teacher-centred rather than learner-centred and lacks specificity about use (Correct answer)
- It mentions grammar, which is not appropriate for a CELTA lesson aim
- It does not specify which coursebook page will be used
Correct answer: It is teacher-centred rather than learner-centred and lacks specificity about use
Effective CELTA aims focus on what learners will be able to do and specify the functional context or use, not just the grammatical label.
Question 7: When planning a vocabulary lesson for a CELTA observed teaching practice, which approach best reflects best practice?
- Present a long list of decontextualised words for learners to translate
- Select a manageable number of high-frequency words and teach meaning, form, and pronunciation in context (Correct answer)
- Ask learners to look all new words up in dictionaries independently
- Cover every unknown word in a text to ensure full comprehension
Correct answer: Select a manageable number of high-frequency words and teach meaning, form, and pronunciation in context
Best practice targets a limited set of high-value words, teaching meaning, form, and pronunciation and embedding them in a meaningful context.
CELTA Planning & Resources 4
A CELTA trainee is planning a writing lesson.
According to a process approach to writing, which sequence is most appropriate?