in sentence marked with we have to sleep Anticipated problems and solutions Problem: Students don’t use the auxiliary verb when forming the negative and interrogative form: Haven’t we have to sleep? We haven’t to sleep. Solution: First‚ elicit examples from students and compare the correct form vs. the incorrect one on the board. Later‚ during correction provide an incorrect example and ask students to correct. Problem: Students don’t link the words have and to pronouncing
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CELTA Written Assignment 3 Language Skills Related Tasks Lucy Gudgeon-Brennand The authentic reading text I have chosen for Elementary students is a recipe page from a popular magazine and is approximately 150 words long‚ excluding ingredients. The reason I have chosen this text is because it is current‚ relevant to daily life‚ informative‚ visually appealing‚ and also based on a topic that people are naturally interested in – food. The universally familiar format this article takes; list‚ photographic
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1. Check in a grammar reference book and give examples of the following tenses. Give REALISTIC NATURAL examples that might commonly be spoken or written by a native speaker. a. Present Simple I live in London b. Present Continuous I am at home c. Past Simple I studied at Oxford d. Past Continuous The cat was sleeping on the sofa e. Present Perfect Simple I have been to Canada f. Present
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PRE-INTERVIEW LANGUAGE AWARENESS TASK A. STRUCTURES 1. Give an example of each of the following tenses (1 sentence each) Present simple The earth orbits the sun. Present continuous I am preparing my exam. Past simple Underground staff went on strike last Monday. Past continuous I was reading while he was watching television. Present perfect simple I have completed my dissertation successfully. Present perfect continuous I have been working at the school since 2008. Present
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of my strengths and weaknesses I had been teaching workers in the children and young people’s workforce for a number of years when I started the CELTA course. I already had experience of planning lessons‚ staging‚ timing and classroom management. I knew nothing about setting appropriate language aims. One of my main weaknesses was anticipating problems that students would have with particular lessons and in incorporating activities to suit the stronger students. This is partly because I am not
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(I had to resubmit this because I did not give enough detail for 2 of my weaknesses - if I can figure out how I will add the resubmission for which I got good feedback) Observation I have learned from observing my peers and experienced teachers how important it is to use a variety of teaching methods and styles. Within the same lesson I have witnessed teachers organising their students so that they worked alone‚ in pairs‚ in pods‚ and in teams. The students were encouraged to move around
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Introduction For this assignment I interviewed a Japanese student called Akiko. Akiko originates from North Tokyo and moved to England 3 and a half years ago with her husband and her son. Akiko has a very good level of education with a degree in Psychology which she obtained in Japan. She learnt English as a compulsory subject at school and has been learning to speak English for the past 10 years. Akiko would eventually like to teach English to children in Japan. As well as English‚ Akiko can
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CELTA WRITTEN ASSIGNMENT 1 LANGUAGE RELATED TASKS Look at the sentences below and identify the following: the verb form and structure the meaning (contrast the vocabulary items in number 4) possible student difficulties (in terms of form‚ meaning and phonology) a likely context through which you could teach the language (who says this sentence to whom and why?) check questions you might ask to check understanding (think about this in relation to your answer for b)‚ your analysis of the function/meaning)
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Cambridge TESOL CELTA 08/07/2013 Assignment 2.4: Lessons from the classroom Part One: Evaluation of my teaching practice: I am compiling this self-evaluation report after my third teaching practice in the classroom. My teaching time lasted 40 minutes each time‚ and my class size varied between 15 and 16 students (ss) at a time. Classes comprised a good mixture of foreign ss‚ representing various European and non-European nationalities and cultures. The feedback I received on all
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CELTA-June 2013 Assignment 3: Skills-Related Part1: Justification of material choice For this Skills-related assignment‚ my choice of authentic reading material is “Few Places with Better Stories”. from Asian Geographic magazine (no 78 issue 1/2011‚ pages 30 and 35). As this magazine is widely read and it is also a popular TV channel‚ the students will be able to relate to it easily. I decided to use this article as I think it is appropriate for English Language learners at the Intermediate level
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