Table of Contents Task 1 1 1. Introduction: 2 2. Research strategy: 2 3. Data collection methods: 3 3.1 Primary data collection method: 3 3.2 Secondary data collection method: 3 4. Resources/Data Access: 4 5. How and Why: 4 Task 2 5 1. Project Plan: 5 Work break down structure (WBS) 6 2. Understanding the instructions: 6 3. Managing Time Effectively As a Post Graduate Learner: 7 4. Gant chart: 7 5. Collection of information: 8 6. Write a more detailed
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client’s needs to work on his power skills which he will do by weight training. Balance and coordination: My client needs to work on his balance and coordination which he will do by practicing on his unicycle several times a week. Event 1 :Coconut Rope Swing You will carry a 5 pound bag of coconuts over your shoulder as you swing from rope to rope and if you fall you must go back to the beginning and start over. The first person to get to their mat with all 3 bags wins the challenge.(Speed‚ Reaction
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TASK 3 DATE : 12TH DECEMBER 2011 STUDENT : MICHELLE MOHESS STUDENT SID # : 1130237 CLASS : PERSONAL DEVELOPMENT AND CAREERS TASK : TASK 3 – FACTORS THAT INFLUENCE LEARNING TASK 3 – FACTORS THAT INFLUENCE LEARNING Factors influencing the effectiveness of my learning based on Group Discussions. FACTORS THAT INFLUENCE MY LEARNING AT ANGIA RUSKIN UNIVERSITY | |POSITIVES | |NEGATIVES
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The object of this task is to introduce you to some of the insights into language and teaching required by an English Language Teacher and to give you practice in researching language points. Please answer the questions BRIEFLY AND LEGIBLY. It is very important that you do this task without assistance from any other person as we want to see evidence of your research skills and your ability to think for yourself. You are required to use a grammar book to help you with the task. We suggest using one
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| | | |Status: | |Cambridge Certificate in English Language Teaching to Adults 2012/2013 | | | | | |Please circle:
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ASSIGNMENT Take the unit from the course book Bachillerato Made Easy‚ Richmond Publishing‚ available in the Assignment materials section (at the same place where you can find this paper): Materials 1‚ and the unit ‘Botellón!’ from an English textbook published in the Basque Country (2010) for teenagers: Materials 2. Compare and contrast the way the two units deal with the four skills. You should refer to the following matters: The learning theories implicit in the way the units are presented and
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Focus on the Learner – Assignment 1 1. Group Profile It’s a mixed group with a very mixed cultural background as only three students are actually from Germany. Four of the students were born in another country e.g. Lithuania‚ Turkey‚ France and Romania. They all moved to Germany as adults and all share German as a common language. The group is heterogeneous concerning the age they started learning English. Two students started learning as adults while the others started learning at school
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An analysis of the way in which children learn to read and write‚ and the place of quality texts in supporting this. “Being able to read is the most important skill children will learn during their early schooling and has far-reaching implications for lifelong confidence and well-being.”(Adonis & Hughes‚ 2007) Throughout history‚ different strategies and methods have been developed to aid learning to read and write. Classic styles (although still highly regarded) of writing children’s
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CELTA Assignment 1: Lessons from the classroom A. I think my main strength is that I like interacting with people. In my career thus far I have worked in multi-disciplinary teams‚ made daily presentations and managed teams so working with people is natural and comfortable for me. I’m friendly‚ inclusive and approachable. I think this is an asset that will carry me far as a teacher. I have experienced teachers who were intimidating and I found it detrimental to my learning. I want my students
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EFT4 TASK 5 Part A: Describe how to introduce the concept of surface area of a cube to students in grades 5 and 6. I would introduce the concept of surface area of a cube to 5th and 6th grade students by starting off the lesson with a visual representation. I would place a picture of a cube at the front of the class and explain to students that all sides are equal. I would take out a ruler and measure the sides so that students understand that the sides are equal. The picture would be as follows:
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