Portrait of an Early Childhood Learner Trissy Coppens Arizona State University Foundations of Diversity‚ Human Development‚ and the Young Child ECD 549 Larry Sidlik‚ Dr. Michael Roberts‚ Monique Davis December 4‚ 2014 Portrait of an Early Childhood Learner (MHC Early Childhood Solutions‚ n.d.) Did you survive the “terrible two’s?” Well congratulations and welcome to the what lies ahead for you and your three year old child. The next few years are called the “magic years” because it seems like magic
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CELTA Assignment 1 – Language analysis Target statement: He can speak 5 different languages. Analysis a) Meaning To talk about present or ‘general’ ability. (Elementary) d) Anticipated problems Sts might confuse with permission b) Form statement: subj. + can + verb (bare infinitive) +… negative: subj. + can’t + verb (bare infinitive)+... question: Can + subj.+ verb (bare infinitive) +… Sts may use can for the future: I will can speak English Sts may add s when using the
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ASSIGNMENT 4 - LESSON FROM THE CLASSROOM. Having not have taught before‚ I have gained tremendous amount of insight into student focus teaching techniques like student participation‚ making the class interesting‚ eliciting‚ drilling etc. I did not know that too much teacher talk was not good‚ because that was what I was brought up with at school and at university. The teacher talks and you take notes‚ or copy down points from the board. I must admit that when there was too much TTT‚ I as a student
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Part A. 1. She’s meeting Fred at 3 o’clock. a) Present Continuous b) Subject + form of the verb TO BE + present participle c) We use I’m doing ( present continuous) when we say what we have arranged to do – for example arranged to meet somebody‚ arranged to go somewhere. d) Contractions: She is – She’s pronounced / / of the clock – o’clock pronounced / / weak forms: at – pronounced / / meeting - / / Sentence stress: syllable of
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Teaching strengths in different situations: Planning stage: * Improving lesson planning. Lesson plans are detailed‚ reflect comprehension of aims‚ anticipated problems and possible solutions‚ and where I need to improve. * Use of materials: prepared supplementary worksheets when necessary. In the classroom: * Evidence of applying what I am learning from input sessions and feedback sessions. * Manner‚ rapport‚ response to students. * Eliciting from students during all
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SUNILA SOUTHGATE COLLEGE CELTA COURSE PRE- INTERVIEW TASK 1. In each of the following sentences underline the verb or verb and identify the form/ tense used. a) We never go to the theatre these days. Present Simple b) We are saving up to travel abroad Present Perfect Continuous c) We have already been to Europe. Past Perfect d) We didn’t have enough money to go further. Past Simple e) We had spent all our savings by the end of the summer. Past Perfect f) We had
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A PAPER OF APPLIED LINGUISTICS Teaching writing through audio visual in ‘EAR’ LEARNERS AND ‘EYE’ LEARNERS classroom (Suitable With Topic 13: English for Academic Purpose) By: Yeasy Agustina Sari (1304095) GRADUATE PROGRAM OF ENGLISH EDUCATION STATE UNIVERSITY OF PADANG 2014 CHAPTER I INTRODUCTION A. Background Writing is a skill that must be acquired by the learners as one of the proficiency in English. In order to be proficiency in writing‚ it involves all skills
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CELTA Pre-Interview task Language awareness (please make notes) 1a.What problems of meaning might the following words present to a learner of English? a library a paper nervous get 1b.What problems might a learner of English encounter with the following pairs of words? live/leave ship/sheep glass/class dog/dock 1c.What problems might a learner of English encounter when wanting to write the following words? beginning necessary receive
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strategy or method • To assess and improve the effectiveness of a curriculum program • To assess and improve teaching effectiveness • To provide data that assist in decision making • To communicate with and involve the learner in his or her learning. It was thought that assessments were purely to test what had been learnt‚ it is now recognised
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I’ve been waiting here for two hours. Meaning I started waiting here two hours ago. I am still waiting here now. Form Subject + have/has + past participle (been) + present perfect continuous Pronunciation Contraction of I and have – I’ve Been – weak /i/ Waiting - /wei/ Eliciting Show picture 1 of myself sat at a table with a knife and fork in my hands with a big clock in the background. The time on the clock is 7pm. I am happy. Ask: Am I waiting for food? Yes Show picture 2
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