CELTA terminology UPDATED ACTUAL Questions and CORRECT Answers
A question to check understanding of a text or part of a
Comprehension Question
text.
Concept checking questions - one of the most useful and
common ways of checking concept. A series of simple
CCQs
questions that break down the meaning of the language
being presented.
Learners report back the content of their discussion (their
Content feedback experiences, opinions, conclusions, etc.) to the group and
the teacher.
Presenting or practicing a language item in a context
(such as a situation or a text) rather than in isolation. The
Contextualisation
context helps students better understand the meaning
and use of the item.
(Also called Restricted Practice). Oral drills and written
exercises in which students use newly presented language
Controlled Practice in a restricted way. The choice they have over the language
used is limited in order to help them focus on the structure
of the language.
A task aimed at checking the comprehension of a listening
Detailed Task or reading task. It requires the student to read or listen
carefully and understand details. (Contrast Gist Task)
Short conversation between two or more people, heard,
Dialogue
written spoken, created (etc.) in class.
Teacher-centered controlled practice to help learners with
pronunciation, which involves students repeating sen-
Drill/Drilling tences/words after the teacher or students creating sen-
tences with prompts from the teacher. See Choral, Individ-
ual and Substitution Drill.
Echoing
, When a teacher repeats students' correct utterances. This
is unnatural, usually unnecessary and increases teacher
talking time. It can also be confusing as learners think they
have made an error.
To draw an answer, grammar structure, word, example
Elicit (v) etc. from the students by asking questions and giving
prompts.
The part of a stage or activity in which learners share their
answers with the group and the teacher. This could be
Feedback
to share their ideas, thoughts and opinions or to check
answers to an activity. See also content feedback
Free speaking or writing, to practice those skills in of
themselves. Students use all the English they have at their
Fluency Practice disposal to communicate, rather than consciously prac-
ticing specific grammatical structures recently studied in
class. See also Freer Practice. Contrast Accuracy Practice
The way an item is written or said. "Form" is also used to
Form refer to the grammatical operation of items, as opposed
to what they mean or how they are used.
Practice of specific items in an activity that allows students
a degree of choice regarding the language they use. It
Freer Practice
usually involves the students using the target item in the
context of other surrounding language.
What you express through a piece of language. The task a
Function piece of language performs. For example, inviting, apol-
ogizing or expressing regret.
A phrase which expresses a function. For example, "I'm
Functional exponent
sorry" is an exponent of the function of apologising.
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A question to check understanding of a text or part of a
Comprehension Question
text.
Concept checking questions - one of the most useful and
common ways of checking concept. A series of simple
CCQs
questions that break down the meaning of the language
being presented.
Learners report back the content of their discussion (their
Content feedback experiences, opinions, conclusions, etc.) to the group and
the teacher.
Presenting or practicing a language item in a context
(such as a situation or a text) rather than in isolation. The
Contextualisation
context helps students better understand the meaning
and use of the item.
(Also called Restricted Practice). Oral drills and written
exercises in which students use newly presented language
Controlled Practice in a restricted way. The choice they have over the language
used is limited in order to help them focus on the structure
of the language.
A task aimed at checking the comprehension of a listening
Detailed Task or reading task. It requires the student to read or listen
carefully and understand details. (Contrast Gist Task)
Short conversation between two or more people, heard,
Dialogue
written spoken, created (etc.) in class.
Teacher-centered controlled practice to help learners with
pronunciation, which involves students repeating sen-
Drill/Drilling tences/words after the teacher or students creating sen-
tences with prompts from the teacher. See Choral, Individ-
ual and Substitution Drill.
Echoing
, When a teacher repeats students' correct utterances. This
is unnatural, usually unnecessary and increases teacher
talking time. It can also be confusing as learners think they
have made an error.
To draw an answer, grammar structure, word, example
Elicit (v) etc. from the students by asking questions and giving
prompts.
The part of a stage or activity in which learners share their
answers with the group and the teacher. This could be
Feedback
to share their ideas, thoughts and opinions or to check
answers to an activity. See also content feedback
Free speaking or writing, to practice those skills in of
themselves. Students use all the English they have at their
Fluency Practice disposal to communicate, rather than consciously prac-
ticing specific grammatical structures recently studied in
class. See also Freer Practice. Contrast Accuracy Practice
The way an item is written or said. "Form" is also used to
Form refer to the grammatical operation of items, as opposed
to what they mean or how they are used.
Practice of specific items in an activity that allows students
a degree of choice regarding the language they use. It
Freer Practice
usually involves the students using the target item in the
context of other surrounding language.
What you express through a piece of language. The task a
Function piece of language performs. For example, inviting, apol-
ogizing or expressing regret.
A phrase which expresses a function. For example, "I'm
Functional exponent
sorry" is an exponent of the function of apologising.
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