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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Developing a Learner Profile For the purposes of this assignment I used the Bridge Mills Handout: An Extract by Ian Thompson entitled ‘Japanese speakers’- taken from the book ‘Learner English’ Swan and Smith Pages 296-309. This book is referred to in the following assignment as (Thompson: Followed by the page number). Part One Needs Analysis The student I interviewed was Japanese. Her name was Emiko. Emiko learned English in secondary school and she found it quite difficult. After leaving
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CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily
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Section 1 Learners & Teachers‚ & the Teaching & Learning Context A. Teaching and learning contexts Task 1 1. In what context will you be doing the CELTA course? The context of the CELTA course I believe will be: Monolingual Part-Time Open group Lessons in groups Mixed gender Same interest to teach English as a foreign language 2. Do you know what context you will be teaching in after you finish the course? If I get the job I have applied for I will endeavour
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The article focuses on mature student programs at the secondary level being offered Adult Learners. Topics discussed include the key differences between many regular high school programs and adult high school completion programs‚ the role of mature student programs in high school completion and the challenges facing such programs. The importance of adult education programs to long-term poverty reduction strategies is also noted (Pinsent‚ 2015). In reading this article I feel that I have a second
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PTTLS - Assignment 1 Unit 008 - Raynor Gakhal-Heron Monday 5th November 2012 1.1 Summarize Key Aspects of legislation‚ regularatory requirements and codes of practice relating to own role and responsibilities. The Institute for Learning code of Professional Practice came into force on 1 April 2008. The Code was developed by the profession‚ it outlines the behaviours expected of members for the benefit of learners and employers it is to ensure that the code of conduct is adhered to and
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CELTA – Pre-course Task Section 1: Learners and Teachers‚ and the Teaching and Learning Context Task 1 1. Lessons in groups‚ multilingual groups‚ open groups‚ full time or part-time courses‚ learners with little or no previous formal education‚ mixed or similar ability groups‚ mixed gender groups‚ large or smaller classes‚ day or evening classes‚ teachers with English-speaking or non English-speaking background. 2. In any of the aforementioned in the pre-course task sheet contexts.
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TRISTAN CALLAGHAN CITY AND GUILDS FURTHER EDUCATION TEACHERS’ CERTIFICATE 7407 STAGE ONE: UNIT 104: SELECT RESOURCES STAGE ONE: UNIT 104: SELECT RESOURCES Review the range of resources available within the organisation for a selected curriculum area. Prepare‚ use and evaluate one of them in their teaching. Analyse the strengths and challenges of the selected resource and how it has supported learning. INTRODUCTION Selecting
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System 30 (2002) 419–432 www.elsevier.com/locate/system Doing focus-on-form Rod Ellis*‚ Helen Basturkmen‚ Shawn Loewen Department of Applied Language Studies and Linguistics‚ University of Auckland‚ Private Bag 92019‚ Auckland‚ New Zealand Received 17 April 2002; received in revised form 14 June 2002; accepted 17 June 2002 Abstract ‘Focus-on-form’ refers to a particular type of form-focused instruction - the treatment of linguistic form in the context of performing a communicative task
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