begging of the qualification so the assessor can see if the learner has skills‚ competence and knowledge to complete the qualification. The assessments are on-going throughout the qualification. The assessments give opportunity for the assessor to monitor the progress and performance of the learner and enable them to record achievements. Within the assessments the assessor can identify learner’s needs. If it is identified that the learner is struggling it will give the opportunity to look at other
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Focus on Application-ANOVA Testing The concept I will be discussing is ANOVA Testing. I will perform an ANOVA test to determine if there is a difference in nicotine levels of king size filtered‚ non-filtered‚ and menthol cigarettes. I will identify the null hypothesis and alternative hypothesis‚ F-value‚ F-critical‚ P-value‚ and state the final conclusion. A simple random test of 25 filtered‚ non-filtered and menthol test was collected and the nicotine amount measured. All of the cigarettes are
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1. The plane leaves at 10.00 tomorrow. (a) the present simple + time marker subject + verb ‘to leave’ in the present simple tense + time marker (b) Talking about a future event with an externally scheduled timeframe. (c) Students may have some difficulty understanding the concept that the event being referred to is taking place in the future but the sentence is using the present tense. (F) Students may confuse the verb form ‘leaves’ with ‘leaves’‚ the noun form meaning plural of ‘leaf’. (M)
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The Good Learner Good learners are good listeners precisely because the motivation to listen plays one of the most crucial roles throughout their learning process. Michael Nichols‚ PhD‚ once quoted in his book‚ The Lost Art of Listening‚ that “To listen is to pay attention‚ take an interest‚ care about‚ take to heart‚ validate‚ acknowledge‚ be moved and appreciate.” (p.14). When learners are motivated to pay attention and take interests‚ the desire for self-learning naturally take place. As their
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SECTION 1 Learners and Teachers‚ and the Teaching and Learning Context A: TEACHING AND LEARNING CONTEXTS Task 1 1. In what context will you be doing the CELTA course? The context that I will be doing the CELTA course is as an already experienced teacher‚ having worked in most types of the teaching contexts listed in the task. I have worked‚ for the past eighteen years mainly with young learners‚ although I have gained some experience with adult learners during that time also. Having lived
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motivated‚ active learner? A self-directed learner is someone who is very independent in learning and does not fear to be self-disciplined in learning. He or she takes responsibility for their own learning. An intrinsically motivated learner is someone who participates in learning activities because of an inward satisfaction of contentment rather than the outward rewards. An intrinsic learner derives inner pleasure from learning. He or she is motivated internally. An active learner consciously engages
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Assignment 1: Language Related Tasks Part One: Grammar -‐ 1. 2. 3. 4. 5. You should go to the doctor. Modal Auxiliary Should Simple Form Used for strong suggestions‚ advise and opinions + Subject + “should” + base form verb -‐ Subject
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DESCRIBING LEARNERS * Age * The age of our students is a major factor in our decision about how and what to teach. * Different needs‚ competences‚ cognitive skills. * “Acquisition is guaranteed for children up to the age of six‚ is steadily compromised from then until shortly after puberty‚ and is rare thereafter” (Stephen Pinker‚ 1994) * Age- some beliefs * Adolescents are unmotivated and uncooperative and therefore make poor language learners; * Adults
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Section 1 – Learners and Teachers and the Teaching and Learning Context A Teaching and learning contexts Types of contexts Task 1 1. In what context will you be doing the CELTA course? I am doing the CELTA course as part of a multilingual group‚ some of who have non-English speaking backgrounds. There are twelve people in total‚ who are separated into two smaller groups of six each. The course delivery is one full day and one evening at college‚ with preparation
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Please address further enquiries to : CELTA Team When you come for the interview you will be asked to do a short language awareness test and a piece of writing. Pre-Interview Task Cambridge Certificate in English Language Teaching to Adults (CELTA) Please note that much of the interview will be based on your responses to this task so come prepared to talk about it and any other areas you have researched in order to complete it. Please send this form with your application form
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