CELTA Planning & Resources 5 — Questions and Answers
Question 1: A CELTA trainee is creating a handout for a grammar discovery task. What characterises a discovery (or guided discovery) approach to grammar?
- The teacher explains the rule and learners memorise and repeat it
- Learners are given examples in context and guided to work out the rule themselves (Correct answer)
- Learners translate sentences from their first language to discover the structure
- The teacher writes the rule on the board before giving any examples
Correct answer: Learners are given examples in context and guided to work out the rule themselves
Guided discovery asks learners to analyse examples and infer the grammatical rule, promoting deeper cognitive engagement than teacher-fronted explanation.
Question 2: In CELTA lesson planning, what does the abbreviation 'CCQ' stand for and why is it significant?
- Controlled Communicative Question — used to test speaking fluency
- Concept Checking Question — used to verify learners have understood meaning (Correct answer)
- Classroom Content Query — used to check materials are available
- Communicative Comprehension Quiz — a short vocabulary test
Correct answer: Concept Checking Question — used to verify learners have understood meaning
Concept Checking Questions are carefully designed questions that verify learners understand the meaning of new language without simply translating or repeating it.
Question 3: A CELTA trainee plans to use realia (real objects) in a vocabulary lesson on kitchen utensils. What is the PRIMARY pedagogical benefit of using realia?
- It makes the lesson look impressive to the observer
- It provides a concrete, memorable visual referent that makes meaning immediately clear (Correct answer)
- It replaces the need for any other materials in the lesson
- It ensures advanced learners are sufficiently challenged
Correct answer: It provides a concrete, memorable visual referent that makes meaning immediately clear
Realia makes abstract words concrete and memorable by providing a direct sensory connection between the word and its referent.
Question 4: When a CELTA lesson plan specifies 'controlled practice' as a stage, what kind of activity is most likely being described?
- A free discussion where learners choose any language they like
- An activity that restricts learners to using the target language structure accurately (Correct answer)
- A listening task where learners control the audio playback
- A group project completed outside of class time
Correct answer: An activity that restricts learners to using the target language structure accurately
Controlled practice limits learner output to the target form, building accuracy before freer, more communicative practice is introduced.
Question 5: Which of the following describes a 'freer practice' activity appropriate for a CELTA speaking lesson?
- A drilling exercise where learners repeat a model sentence in chorus
- A gap-fill exercise where one correct form must be inserted
- A discussion task where learners use the target language in a communicative exchange (Correct answer)
- A dictation where the teacher reads and learners write exactly what they hear
Correct answer: A discussion task where learners use the target language in a communicative exchange
Freer practice prioritises fluency and communication, allowing learners to use the target language in a more open-ended, meaningful context.
Question 6: A CELTA trainee plans to use a video clip as a resource. What should be considered when planning tasks around the video to ensure it is used effectively?
- Play the video twice without tasks so learners can enjoy it fully first
- Design pre-, while-, and post-viewing tasks that give learners a clear purpose for watching (Correct answer)
- Only use the video if it is longer than five minutes to justify the setup time
- Show the video with subtitles so learners can read instead of listen
Correct answer: Design pre-, while-, and post-viewing tasks that give learners a clear purpose for watching
Effective video use requires staged tasks that orient learners before viewing, focus attention during, and exploit the content after, just as with reading or listening texts.
Question 7: On a CELTA lesson plan, a trainee writes 'T demonstrates task with a strong student before learners work in pairs.' What principle does this reflect?
- The teacher should always work with the highest-level learner
- Demonstrating with a learner clarifies the task and reduces the need for lengthy verbal instructions (Correct answer)
- The teacher must always pair themselves with a learner during practice stages
- Stronger learners should complete the task first and teach the others
Correct answer: Demonstrating with a learner clarifies the task and reduces the need for lengthy verbal instructions
A brief live demonstration with one learner makes task requirements concrete and reduces confusion without relying on complex verbal instructions alone.
CELTA Planning & Resources 5
A CELTA trainee is creating a handout for a grammar discovery task.
What characterises a discovery (or guided discovery) approach to grammar?