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CELTA practice questions

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Question 1Teaching practice (assessed on teaching skills, observed by a trainer)

What should the main aim of a lesson describe?

  1. the materials the teacher will need for each stage
  2. the activities the teacher plans to use during the lesson
  3. what learners can do by the end Correct answer.
  4. the grammar rules the teacher intends to explain

Explanation

A main aim states the intended learning outcome, usually expressed as what learners will be able to do by the end of the lesson. It is not a list of activities or materials. Activities are the means of achieving the aim, not the aim itself.

Question 2Teaching practice (assessed on teaching skills, observed by a trainer)

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

  1. to test learners' knowledge of grammar
  2. to measure how fluently learners can speak
  3. to check learners' pronunciation of new words
  4. to confirm the task is understood Correct answer.

Explanation

ICQs are asked after instructions to make sure learners know what to do, for example by asking which page or how many words to write. They focus on the task requirements rather than on language knowledge. This helps prevent confusion before an activity begins.

Question 3Teaching practice (assessed on teaching skills, observed by a trainer)

In a speaking lesson, what is the usual effect of reducing teacher talking time?

  1. it removes the need for teacher feedback
  2. it guarantees learners will make no errors
  3. it makes lesson planning unnecessary
  4. it gives learners more speaking time Correct answer.

Explanation

Reducing teacher talking time generally increases student talking time, which gives learners more opportunity to practise and build confidence. The teacher still plans and gives feedback. Less teacher talk does not guarantee accuracy or remove the need for support.

Question 4Teaching practice (assessed on teaching skills, observed by a trainer)

What is the main purpose of concept-checking questions (CCQs)?

  1. to check understanding of meaning Correct answer.
  2. to test learners' spelling accuracy
  3. to practise a new sound in chorus
  4. to review the lesson's grammar rules in order

Explanation

CCQs check whether learners understand the meaning of a language item, often through simple yes/no or choice questions. They are not primarily for practising pronunciation or spelling. They help the teacher decide whether further clarification is needed.

Question 5Teaching practice (assessed on teaching skills, observed by a trainer)

What should a teacher generally do while learners are working in pairs?

  1. teach the whole class again
  2. collect all books for marking
  3. monitor without interrupting Correct answer.
  4. start preparing the next lesson

Explanation

During pair work the teacher usually monitors to gather information about performance and difficulties while allowing learners to complete the task. Interrupting frequently can break fluency and reduce confidence. The teacher can note errors for later feedback.

Question 6Teaching practice (assessed on teaching skills, observed by a trainer)

When is delayed error correction most commonly used?

  1. after a fluency task Correct answer.
  2. before learners hear the model
  3. while learners are reading silently
  4. during a controlled grammar drill

Explanation

Delayed correction is often used after a fluency activity so that the teacher does not interrupt communication. The teacher notes errors and addresses them later with the class. This balances fluency practice with attention to accuracy.

Question 7Teaching practice (assessed on teaching skills, observed by a trainer)

What happens during choral drilling?

  1. learners write sentences from memory
  2. the teacher reads while learners listen
  3. the class repeats together Correct answer.
  4. one learner repeats a sentence alone

Explanation

Choral drilling involves the whole class repeating a word or sentence together, often after the teacher's model. It gives learners supported pronunciation practice and can build confidence. Individual drilling is different because one learner responds alone.

Question 8Teaching practice (assessed on teaching skills, observed by a trainer)

Why should a teacher divide the board into clear sections?

  1. to make the handwriting larger
  2. to help learners follow lesson information Correct answer.
  3. to reduce the amount of board writing
  4. to avoid using coloured pens

Explanation

Organising the board into sections helps learners see where to find vocabulary, examples, homework or other information. Clear layout supports attention and reference during the lesson. It is not mainly about handwriting size or reducing writing.

Question 9Teaching practice (assessed on teaching skills, observed by a trainer)

How should a teacher adjust language when speaking to a low-level class?

  1. match the learners' level Correct answer.
  2. include many idiomatic expressions
  3. speak as quickly as possible
  4. use the same language as with advanced classes

Explanation

Grading language means using shorter sentences, familiar vocabulary and clearer pronunciation to match learners' level. This supports comprehension without making the language unnatural. Advanced idioms or fast speech can overwhelm lower-level learners.

Question 10Teaching practice (assessed on teaching skills, observed by a trainer)

What is usually the most effective way to give instructions for a complex activity?

  1. ask learners to guess the task
  2. write the instructions on the board only
  3. demonstrate and check understanding Correct answer.
  4. read the instructions aloud from the coursebook

Explanation

For a complex task, a short demonstration combined with checking questions makes the procedure clear. Learners can see what to do rather than rely only on spoken or written explanation. Checking understanding confirms readiness before the activity starts.

Question 11Teaching practice (assessed on teaching skills, observed by a trainer)

What does eliciting involve?

  1. asking learners to copy from the board
  2. testing learners without support
  3. drawing language from learners Correct answer.
  4. giving learners the answer immediately

Explanation

Eliciting means using prompts, questions or clues to draw target language from learners rather than supplying it directly. It encourages involvement and allows the teacher to see what learners already know. It is not the same as simply giving answers or copying.

Question 12Teaching practice (assessed on teaching skills, observed by a trainer)

Why is pair work often used in language lessons?

  1. it removes the need for teacher monitoring
  2. it guarantees accurate pronunciation
  3. it makes lessons shorter
  4. it increases learner talking time Correct answer.

Explanation

Pair work gives more learners simultaneous opportunity to speak than whole-class interaction. It can also increase confidence before sharing answers with the class. The teacher still monitors and supports the activity.

Question 13Teaching practice (assessed on teaching skills, observed by a trainer)

What should a teacher have ready in case an activity finishes early?

  1. a short extension task Correct answer.
  2. a longer break for learners
  3. a completely new lesson plan
  4. more board cleaning materials

Explanation

A backup or extension task helps maintain pacing when learners finish sooner than expected. It should extend learning meaningfully rather than simply fill time. This supports effective classroom management.

Question 14Teaching practice (assessed on teaching skills, observed by a trainer)

What does feedback after a productive speaking task often include?

  1. silent reading of the coursebook
  2. only pronunciation correction
  3. content feedback and language feedback Correct answer.
  4. a full grammar lecture

Explanation

Feedback after a productive task often addresses both what learners communicated and useful language points noticed during the activity. This balances meaning-focused work with accuracy development. It should be selective and supportive.

Question 15Teaching practice (assessed on teaching skills, observed by a trainer)

What does scaffolding mean in teaching?

  1. testing learners before teaching
  2. removing all support from the start
  3. giving learners the answers permanently
  4. support that is gradually removed Correct answer.

Explanation

Scaffolding is temporary support, such as models, prompts or guided practice, that is reduced as learners become more independent. It helps learners succeed on tasks they could not yet do alone. It should not remain permanent or be removed immediately.

Question 16Teaching practice (assessed on teaching skills, observed by a trainer)

What belongs in the anticipated problems section of a lesson plan?

  1. likely difficulties and solutions Correct answer.
  2. the school's holiday dates
  3. the teacher's lunch arrangements
  4. the names of absent learners

Explanation

The anticipated problems section identifies what learners may find difficult and how the teacher will respond. It may cover meaning, form, pronunciation or task management. This preparation supports smoother teaching.

Question 17Teaching practice (assessed on teaching skills, observed by a trainer)

In a task-based lesson, when does explicit language focus usually come?

  1. before learners meet the task
  2. before the language focus Correct answer.
  3. only after homework
  4. instead of any language work

Explanation

In task-based learning, learners typically perform a meaningful task first and then focus on language that emerged from it. This allows language work to respond to learners' needs during the task. The language focus comes after the task, not before it.

Question 18Teaching practice (assessed on teaching skills, observed by a trainer)

How can pronunciation work be integrated into a vocabulary lesson?

  1. by giving a written test only
  2. by marking word stress Correct answer.
  3. by avoiding all spoken practice
  4. by asking learners to translate every word

Explanation

Marking stress on the board and drilling the word can integrate pronunciation naturally into vocabulary teaching. This helps learners say the word accurately as they learn it. Pronunciation does not need a separate lesson to be addressed.

Question 19Teaching practice (assessed on teaching skills, observed by a trainer)

What is the teacher's main role during a fluency activity?

  1. examiner
  2. controller
  3. facilitator Correct answer.
  4. lecturer

Explanation

During fluency work the teacher usually facilitates by setting up the activity, monitoring and allowing learners to communicate. A controlling or examining role would reduce learners' opportunity to speak freely. The teacher supports rather than directs every utterance.

Question 20Teaching practice (assessed on teaching skills, observed by a trainer)

What makes feedback after an observed lesson most useful?

  1. a long list of unrelated tips
  2. vague praise about the teacher's personality
  3. comparison with other teachers
  4. specific and evidence-based Correct answer.

Explanation

Useful observation feedback refers to specific moments and evidence from the lesson, linking them to teaching principles. This helps the teacher understand what worked and what to adjust. General comments are less actionable than concrete examples.

Question 21Teaching practice (assessed on teaching skills, observed by a trainer)

What does the procedure column of a lesson plan usually record?

  1. the teacher's personal reflections on how the lesson went
  2. stage aim, interaction and timing Correct answer.
  3. a list of every learner's mistakes
  4. the school's assessment policy

Explanation

The procedure column outlines the sequence of stages and often notes the aim, interaction pattern and timing for each. It helps the teacher plan pacing and classroom organisation. Reflections on how the lesson went are usually written after teaching, not in the procedure column during planning.

Question 22Teaching practice (assessed on teaching skills, observed by a trainer)

What is the best purpose of a task for fast finishers?

  1. to extend their learning Correct answer.
  2. to punish them for finishing early
  3. to keep them silent until others finish
  4. to give them extra homework

Explanation

A fast-finisher task should be meaningful and extend learning, for example by adding a challenge or applying the language in a new way. It should not be punitive or merely time-filling. This supports differentiation within a mixed-ability class.

Question 23Teaching practice (assessed on teaching skills, observed by a trainer)

What does reformulation involve?

  1. giving learners a completely new topic
  2. restating a learner's utterance accurately Correct answer.
  3. correcting every error immediately
  4. asking learners to translate the text

Explanation

Reformulation means the teacher restates what a learner said in a more accurate or natural way, often without stopping the flow. It provides a model while preserving the learner's intended meaning. It is different from correcting every error immediately.

Question 24Teaching practice (assessed on teaching skills, observed by a trainer)

What is the role of formative assessment during a lesson?

  1. to replace all lesson planning
  2. to decide final grades only
  3. to rank learners at the end of the course
  4. to adjust teaching during the lesson Correct answer.

Explanation

Formative assessment provides ongoing information about learning so the teacher can adjust explanations, pacing or practice. It is used to support learning rather than only to assign final grades. This makes it an integral part of teaching, not an end-of-course event.

Question 25Teaching practice (assessed on teaching skills, observed by a trainer)

What is a key feature of reflective practice after teaching?

  1. reviewing evidence and setting action points Correct answer.
  2. avoiding feedback from colleagues
  3. repeating the same plan without changes
  4. ignoring learner responses

Explanation

Reflective practice involves examining what happened in the lesson, using evidence such as notes or learner responses, and deciding on specific action points. This cycle supports ongoing professional development. Simply repeating a lesson without reflection limits improvement.

Question 26Teaching practice (assessed on teaching skills, observed by a trainer)

What is the main purpose of concept checking questions (CCQs)?

  1. To measure how quickly learners can repeat a model sentence
  2. To check that learners understand the meaning Correct answer.
  3. To test learners' spelling of recently taught words
  4. To find out which learners have done their homework

Explanation

Concept checking questions are short, simple questions that test comprehension of meaning, usually answered with yes/no or a short phrase. They are used before practice so the teacher can confirm understanding and reteach if necessary.

Question 27Teaching practice (assessed on teaching skills, observed by a trainer)

A teacher has just set up a three-step mingle activity. Which is the most appropriate instruction checking question?

  1. Is this activity easy or difficult for you?
  2. Can you repeat the past simple question form for me?
  3. Did everyone understand what to do in this activity?
  4. What do you do first? Correct answer.

Explanation

An instruction checking question asks learners to state or show what they will do, so the teacher can confirm understanding without simply asking 'OK?'. 'What do you do first?' requires learners to restate the first step.

Question 28Teaching practice (assessed on teaching skills, observed by a trainer)

Which is the clearest, most measurable lesson aim?

  1. Learners will practise a range of useful vocabulary items connected with daily life.
  2. Learners will become more familiar with the present simple tense through exposure.
  3. Learners will ask and answer present simple questions about daily routines. Correct answer.
  4. Learners will develop their overall speaking confidence over the course of the lesson.

Explanation

A measurable aim states what learners will be able to do by the end of the lesson and can be observed. Naming the language and the context makes the aim checkable against learner performance.

Question 29Teaching practice (assessed on teaching skills, observed by a trainer)

A teacher notices they are talking for most of the lesson. Which change best reduces teacher talking time while keeping the lesson clear?

  1. Reading every instruction aloud twice so nobody misses anything
  2. Explaining each grammar point again in more detail
  3. Setting pair discussion and nominating learners to answer Correct answer.
  4. Answering learners' questions before they finish speaking

Explanation

Reducing teacher talking time means shifting the work of answering and discussing to learners. Brief instructions plus pair discussion and nomination keep the lesson clear while increasing student talking time.

Question 30Teaching practice (assessed on teaching skills, observed by a trainer)

While learners work in pairs on a role play, what is the most useful monitoring behaviour?

  1. Joining one pair and doing most of the speaking
  2. Correcting every error the moment it is made
  3. Listening and noting errors for later feedback Correct answer.
  4. Standing at the front until the pair work ends

Explanation

Monitoring is for gathering information about learner performance without disrupting the activity. Listening and noting errors allows the teacher to give useful delayed feedback later.

Question 31Teaching practice (assessed on teaching skills, observed by a trainer)

Why does a teacher usually move from controlled practice to freer practice?

  1. To check that learners have memorised the grammar rule
  2. To make the lesson easier for weaker learners
  3. To reduce support and build learner independence Correct answer.
  4. To give the teacher time to mark written work

Explanation

Controlled practice provides strong support and limits choices, while freer practice removes that support. Moving along this continuum helps learners use the language more independently.

Question 32Teaching practice (assessed on teaching skills, observed by a trainer)

A learner says 'I have seen him yesterday.' Which response best encourages self-correction?

  1. Asking another learner to answer the same question.
  2. Repeating the learner's sentence correctly: 'I saw him yesterday.'
  3. Echoing 'yesterday' with questioning intonation and waiting. Correct answer.
  4. Telling the learner the rule for past simple time markers.

Explanation

Echoing the problem part with questioning intonation signals that something is wrong without supplying the answer. The learner is then invited to reformulate the sentence.

Question 33Teaching practice (assessed on teaching skills, observed by a trainer)

During a vocabulary lesson on food, which activity best integrates pronunciation work?

  1. Asking learners to translate the food words into their first language
  2. Giving learners a written gap-fill with the new food words
  3. Marking stress and drilling the words in phrases Correct answer.
  4. Asking learners to copy the words into their notebooks neatly

Explanation

Pronunciation work is integrated when it is part of the vocabulary work itself, not a separate add-on. Marking stress and drilling words in phrases links form, meaning and use.

Question 34Teaching practice (assessed on teaching skills, observed by a trainer)

Why is target language usually left on the board during practice?

  1. It stops learners from using their first language
  2. It shows the observer that the lesson has aims
  3. It keeps the classroom looking organised
  4. It gives learners a visual reference to return to Correct answer.

Explanation

The board acts as a shared reference point during practice and feedback. Leaving target language visible supports learners who need to check form or spelling while working.

Question 35Teaching practice (assessed on teaching skills, observed by a trainer)

A teacher wants maximum student speaking time in a transactional dialogue. Which interaction pattern is most suitable?

  1. Teacher nominates one learner to read both parts
  2. Learners read the dialogue silently
  3. Learners rehearse the dialogue in pairs Correct answer.
  4. Teacher reads the dialogue while learners listen

Explanation

Pair work gives each learner more speaking turns than open-class interaction. Rehearsing the dialogue in pairs maximises time on task for every learner.

Question 36Teaching practice (assessed on teaching skills, observed by a trainer)

A teacher is setting up a card-matching activity for the first time. Which step best supports clear set-up?

  1. Demonstrating one match with a learner, then checking understanding Correct answer.
  2. Writing the instructions on the board in full sentences for learners to read
  3. Handing out the cards before explaining what to do with them
  4. Explaining the full activity in detail, then handing out the cards

Explanation

Demonstrating the task with a learner makes the procedure concrete before learners work alone. Checking understanding afterwards confirms that the demonstration was clear.

Question 37Teaching practice (assessed on teaching skills, observed by a trainer)

What is the main benefit of waiting a few seconds after asking a question?

  1. It signals that the question was too difficult
  2. It encourages the strongest learner to answer before others
  3. It allows more learners to process and formulate a response Correct answer.
  4. It gives the teacher time to write notes

Explanation

Wait time gives learners space to process the question and plan their answer. It increases participation, especially from learners who need more time.

Question 38Teaching practice (assessed on teaching skills, observed by a trainer)

A teacher wants to move learners from pairs into groups of four. Which instruction is clearest?

  1. Please make groups of four, as I explained earlier
  2. Now we are going to do a group activity
  3. Work together with some other students now
  4. Join another pair and compare your answers Correct answer.

Explanation

Clear instructions name the action and the partner, and avoid reference to earlier explanations. 'Join another pair and compare your answers' tells learners exactly what to do.

Question 39Teaching practice (assessed on teaching skills, observed by a trainer)

When is using learners' first language in class most justified?

  1. When the teacher wants to save time in every lesson
  2. When learners are practising a new speaking skill
  3. When clarifying a complex instruction quickly Correct answer.
  4. When a learner wants to chat with a friend

Explanation

The first language can be a useful resource when English would create confusion, for example with a complex instruction. It should be a planned, limited choice rather than a habit.

Question 40Teaching practice (assessed on teaching skills, observed by a trainer)

Which feedback approach best helps learners notice and correct their own written errors?

  1. Correcting every error in red pen and returning the work
  2. Rewriting the learner's text in full as a model
  3. Using a correction code, then asking for a revision Correct answer.
  4. Giving only a grade and no comments on the work

Explanation

A correction code gives learners information about the type of error without supplying the correction. Asking for a revision makes learners process the feedback and improve the text themselves.

Question 41Teaching practice (assessed on teaching skills, observed by a trainer)

A teacher predicts learners will confuse 'used to' and 'be used to'. What is the most useful action in the plan?

  1. Teaching 'be used to' first in a separate lesson
  2. Avoiding both forms until a later lesson
  3. Writing the prediction in the plan and doing nothing further
  4. Preparing a short contrast task with clear examples of each form Correct answer.

Explanation

Anticipated problems are useful only if the plan includes a concrete response. A short contrast task gives learners clear examples and practice in distinguishing the forms.

Question 42Teaching practice (assessed on teaching skills, observed by a trainer)

Why should a teacher move away from the front during pair work?

  1. Learners cannot hear from the front of the room
  2. Proximity can discourage learners from speaking freely Correct answer.
  3. The board must be cleaned during pair work
  4. Observers need a clear view of the learners

Explanation

Standing close to learners during pair work can make them feel watched and reduce fluency. Moving away gives learners space to interact more naturally.

Question 43Teaching practice (assessed on teaching skills, observed by a trainer)

After a fluency activity, which is the best way to give delayed language feedback?

  1. Asking learners whether they enjoyed the activity
  2. Boarding a few anonymised errors for the class to correct Correct answer.
  3. Interrupting each pair to correct errors as they occur
  4. Reading out a list of every error heard during the activity

Explanation

Delayed feedback after a fluency task avoids interrupting communication. Boarding a small number of anonymised errors and asking the class to correct them keeps the focus on learning.

Question 44Teaching practice (assessed on teaching skills, observed by a trainer)

What is the main advantage of open-class feedback after pair discussion?

  1. It allows weaker learners to avoid speaking
  2. It gives the teacher a rest after monitoring
  3. It replaces the need for a lesson aim
  4. It lets the class share and check answers Correct answer.

Explanation

Open-class feedback brings the whole group together after pair work. It allows answers and ideas to be shared, checked and compared.

Question 45Teaching practice (assessed on teaching skills, observed by a trainer)

Why does a teacher write approximate timings next to each stage of the plan?

  1. To help pace the lesson and protect time for feedback Correct answer.
  2. To make the plan look more professional for the file
  3. To show learners how long they have to work
  4. To decide which learners will answer each question

Explanation

Timings in a plan are estimates that help the teacher pace each stage. They make it easier to protect time for feedback and avoid rushing the end of the lesson.

Question 46Teaching practice (assessed on teaching skills, observed by a trainer)

During controlled practice, one learner keeps making the same error. What is the most appropriate response?

  1. Ignore it so the learner's confidence is not damaged
  2. Stop the whole activity and correct the learner at length
  3. Note it and address it briefly with the class at feedback Correct answer.
  4. Ask the learner to copy the correct sentence ten times

Explanation

A persistent error during controlled practice is best handled without derailing the activity. Noting it and dealing with it briefly at feedback addresses the problem for the whole class.

Question 47Teaching practice (assessed on teaching skills, observed by a trainer)

Why might a teacher use a real menu in a lesson on ordering food?

  1. It removes the need for any teacher instructions
  2. It exposes learners to real language from outside class Correct answer.
  3. It is quicker to prepare than a coursebook exercise
  4. It guarantees that learners will make no errors

Explanation

Authentic materials bring real-world language into the classroom. A real menu exposes learners to the kind of text they may meet outside class.

Question 48Teaching practice (assessed on teaching skills, observed by a trainer)

What is a benefit of peer correction in a writing lesson?

  1. It helps learners notice language and edit texts Correct answer.
  2. It means learners no longer need teacher feedback
  3. It keeps weaker learners from sharing their ideas
  4. It reduces the teacher's marking load to zero

Explanation

Peer correction gives learners another reader and another purpose for editing. It develops noticing and editing skills while the teacher monitors.

Question 49Teaching practice (assessed on teaching skills, observed by a trainer)

How can a teacher best help learners assess their own progress at the end of a lesson?

  1. Giving a short surprise test with no warning
  2. Using a short 'can do' checklist linked to the aims Correct answer.
  3. Asking the class whether they liked the lesson
  4. Telling learners the aims again without comment

Explanation

A 'can do' checklist turns lesson aims into statements learners can reflect on. This supports self-assessment and makes progress visible to the learner.

Question 50Teaching practice (assessed on teaching skills, observed by a trainer)

Which teacher question is most likely to produce extended learner output?

  1. Is the weekend your favourite time of the week?
  2. Do you usually enjoy your weekends?
  3. What did you do at the weekend? Correct answer.
  4. Did you have a good weekend, then?

Explanation

Open questions ask for information and invite longer answers. 'What did you do at the weekend?' requires a fuller response than a yes/no question.