CELTA / TESOL Preparation Question Bank

Original practice questions for pre-course tasks and course input, with explanations. scripts/quiz.py reads this file: keep the ### <id> | <domain> heading, options - A)..- D), Answer: and Why: lines. Domains: Language, Phonology, Methodology, Planning, Classroom, Skills.

#L01 | Language

In "She has lived in Rome for ten years", which tense and aspect is used?

• A) Past simple
• B) Present perfect simple
• C) Present perfect continuous
• D) Past perfect simple Answer: B Why: has + past participle = present perfect simple; "for ten years" + still true now is a typical use.

#L02 | Language

Which sentence contains a modal verb of deduction?

• A) You must wear a seatbelt.
• B) She must be at home - her car is outside.
• C) I must call my mother.
• D) We must not smoke here. Answer: B Why: "She must be at home" draws a logical conclusion from evidence; the others express obligation or prohibition.

#L03 | Language

"Give up" in "He gave up smoking" is best described as:

• A) a prepositional verb
• B) a phrasal verb with an idiomatic meaning
• C) a collocation of two nouns
• D) a verb + adverb of manner Answer: B Why: Verb + particle with a meaning not predictable from the parts (stop) = phrasal verb.

#L04 | Language

Which is a good concept-checking question for "I used to play tennis"?

• A) Did you use to play tennis?
• B) Do you understand "used to"?
• C) Do I play tennis now?
• D) What is the past of "use"? Answer: C Why: CCQs check meaning without repeating the target language; "no longer true" is a key part of the concept.

#L05 | Language

In "The letter was sent yesterday", the verb form is:

• A) active past simple
• B) passive past simple
• C) passive present perfect
• D) past continuous Answer: B Why: was + past participle = past simple passive.

#L06 | Language

Which word is uncountable in standard English?

• A) suggestion
• B) advice
• C) chair
• D) problem Answer: B Why: "advice" takes no plural and no "an"; we say "a piece of advice".

#L07 | Language

"If I had known, I would have come" is an example of:

• A) first conditional
• B) second conditional
• C) third conditional
• D) zero conditional Answer: C Why: if + past perfect, would have + past participle: an unreal past condition.

#P01 | Phonology

How many phonemes are there in the word "through"?

• A) 2
• B) 3
• C) 5
• D) 7 Answer: B Why: /θruː/ = /θ/ /r/ /uː/: three phonemes, though seven letters.

#P02 | Phonology

Which word has the stress on the second syllable?

• A) photograph
• B) photography
• C) photographic
• D) table Answer: B Why: pho-TO-gra-phy; PHO-to-graph, pho-to-GRA-phic, TA-ble.

#P03 | Phonology

The vowel sound in the unstressed syllables of "banana" (first and last) is:

• A) /æ/
• B) /ɑː/
• C) /ə/ (schwa)
• D) /eɪ/ Answer: C Why: Unstressed vowels in English often reduce to schwa: /bəˈnɑːnə/.

#P04 | Phonology

The past tense ending in "wanted" is pronounced:

• A) /t/
• B) /d/
• C) /ɪd/
• D) silent Answer: C Why: After /t/ or /d/ the -ed ending adds a syllable /ɪd/.

#P05 | Phonology

Which pair is a minimal pair?

• A) ship / sheep
• B) cat / dog
• C) though / through
• D) read / red (spelling only) Answer: A Why: The words differ in one phoneme only (/ɪ/ vs /iː/).

#P06 | Phonology

In connected speech "next day" often sounds like /neks deɪ/. This is:

• A) assimilation
• B) elision
• C) intrusion
• D) linking r Answer: B Why: A sound (/t/) is dropped: elision.

#M01 | Methodology

Which is the correct order of stages in a PPP lesson?

• A) Practice, presentation, production
• B) Presentation, production, practice
• C) Presentation, practice, production
• D) Production, presentation, practice Answer: C Why: Present in context, practise with control, then produce more freely.

#M02 | Methodology

In a test-teach-test lesson, the first "test" is used to:

• A) give learners a grade
• B) find out what learners already know and need
• C) practise the target language freely after teaching
• D) check homework Answer: B Why: The first task diagnoses gaps; the teaching stage targets them; the second task checks progress.

#M03 | Methodology

Which activity is the best example of controlled practice?

• A) A class debate
• B) A role play with no script
• C) A gap-fill with one correct answer per gap
• D) Writing a story Answer: C Why: Controlled practice limits the language so learners focus on accuracy of the form.

#M04 | Methodology

Guided discovery means:

• A) the teacher explains the rule first
• B) learners work out the rule from examples with the help of questions
• C) learners read a grammar book alone
• D) translating the rule into L1 Answer: B Why: Learners notice and infer the rule, guided by tasks or questions.

#M05 | Methodology

In task-based learning, the language focus usually comes:

• A) before the task
• B) instead of the task
• C) after the task cycle
• D) only in the next lesson Answer: C Why: Learners first use their own resources; language focus follows, based on the task.

#M06 | Methodology

Which is a recast?

• A) "Not go - went."
• B) "Yesterday you...?"
• C) "Oh, you went to the cinema?"
• D) "Past or present?" Answer: C Why: A recast reformulates the learner's sentence correctly without saying there was an error.

#PL01 | Planning

Which is the best main aim for a lesson?

• A) To teach the present perfect
• B) Students will understand the present perfect
• C) By the end of the lesson, learners will be able to ask and answer about life experiences using present perfect with ever/never
• D) Present perfect worksheet Answer: C Why: Aims are learner outcomes that are specific and observable.

#PL02 | Planning

"Anticipated problems" in a lesson plan should include:

• A) only problems with the projector
• B) problems with meaning, form, pronunciation and tasks, with solutions
• C) a list of difficult students
• D) nothing; problems cannot be anticipated Answer: B Why: Trainers expect language and task problems with concrete solutions.

#PL03 | Planning

A "stage aim" describes:

• A) the purpose of one stage of the lesson
• B) the main aim of the whole course
• C) the materials used
• D) the time of the lesson Answer: A Why: Each stage has its own aim that shows why it is there.

#PL04 | Planning

Why do teachers pre-teach a limited number of words before a reading task?

• A) To test vocabulary
• B) To remove words that would block the comprehension tasks
• C) To teach all new words in the text
• D) To fill time Answer: B Why: Only items that block the tasks are pre-taught; others can be guessed or ignored.

#PL05 | Planning

Which is a "subsidiary aim" for a speaking lesson about holidays?

• A) Learners will practise speaking fluently
• B) Learners will review past simple irregular verbs needed for the speaking task
• C) The teacher will reduce talking time
• D) To finish the coursebook unit Answer: B Why: Subsidiary aims support the main aim; "the teacher will reduce talking time" is a personal (teacher) aim.

#C01 | Classroom

What is the main purpose of instruction-checking questions (ICQs)?

• A) To check learners understand the grammar
• B) To check learners know what to do in the task before they start
• C) To test vocabulary
• D) To fill time while handing out papers Answer: B Why: ICQs check task instructions ("Do you write or speak?" "How long?").

#C02 | Classroom

When should materials usually be handed out for a pair task?

• A) Before giving instructions, so learners can read them
• B) After instructions and ICQs, so learners listen first
• C) Never; read the task aloud
• D) After the task Answer: B Why: Handing out first means learners read instead of listening to instructions.

#C03 | Classroom

Which is the best way to reduce teacher talking time (TTT)?

• A) Never speak in class
• B) Elicit, use pair work, and give short instructions with demonstrations
• C) Play more audio
• D) Ask only yes/no questions Answer: B Why: Eliciting and pair work increase learner talk; short instructions cut unnecessary teacher talk.

#C04 | Classroom

During a fluency activity, the teacher should usually:

• A) correct every error immediately
• B) monitor, note errors and give delayed feedback
• C) leave the room
• D) take part in every group's conversation Answer: B Why: Interrupting fluency work reduces practice; delayed correction keeps both fluency and accuracy.

#C05 | Classroom

"Nominating" means:

• A) choosing a specific learner to answer
• B) writing names on the board
• C) choosing a class monitor
• D) marking the register Answer: A Why: Nominating spreads participation and checks individuals, unlike open questions to the whole class.

#C06 | Classroom

The best seating for a mingle activity is:

• A) fixed rows
• B) learners standing and moving freely with space cleared
• C) a horseshoe with the teacher in the middle
• D) individual desks facing the wall Answer: B Why: A mingle needs learners to move and talk to many partners.

#S01 | Skills

A "gist" reading task asks learners to:

• A) find specific numbers
• B) understand the general idea quickly
• C) translate the text
• D) learn every new word Answer: B Why: Gist is the overall meaning; it comes before detail tasks.

#S02 | Skills

Scanning is reading to:

• A) find specific information quickly
• B) understand the writer's attitude
• C) check grammar
• D) read aloud Answer: A Why: Scanning = searching for specific items (names, dates, prices).

#S03 | Skills

In a listening lesson, learners should usually see the task:

• A) after listening
• B) before listening
• C) never
• D) only on the third play Answer: B Why: Setting the task first gives a purpose for listening.

#S04 | Skills

Why do learners compare answers in pairs after a listening task?

• A) To copy answers
• B) To check, build confidence and show the teacher whether another play is needed
• C) To finish quickly
• D) It has no purpose Answer: B Why: Pair checks lower anxiety and give the teacher information.

#S05 | Skills

In a productive writing lesson, a model text is used to:

• A) test reading
• B) show the genre, organisation and useful language before learners write
• C) be copied by learners
• D) fill time Answer: B Why: Analysing a model helps learners notice features they then use.

#S06 | Skills

Which is a sub-skill of speaking?

• A) Skimming
• B) Turn-taking
• C) Scanning
• D) Inferring meaning from text Answer: B Why: Turn-taking is part of interactive speaking; the others are reading sub-skills.