complete career transition from the financial services industry to education and teaching. My short and long term objectives are: a) To obtain the Type 29 transitional bilingual certificate during 2009 while pursuing the Teacher Certification program b) To obtain a teaching position as a Spanish teacher in 2009 c) A long term goal is to pursue a master’s degree in education once I have sufficient experience as a teacher The certification program will help me to achieve my goals by providing the theoretical
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examination Prescribed textbooks * * Both textbooks will be examined. Do not forget the additional information in your study guide and tutorial letters. We are not going to ask you questions that are of no relevance to the course. Questions will focus on theoretical and (more importantly) practical work. Questions may also be asked pertaining to your period of practice teaching. • Assignments All the assignments are of equal importance for the
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Christmas II. Halloween III. July 4 A. I only B. I and II only C. I‚ II‚ and III _____________________________________________________________________________ 2) Which holiday does the author like most? A. Christmas B. Halloween C. Easter _____________________________________________________________________________ 3) Based on the things the author gets for Christmas‚ we can understand that he likes A. sports B. art C. music _____________________________________________________________________________
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CELTA ASSIGNMENT 1 LANGUAGE-RELATED TASK 1st pair of sentences: 1a) She’s lived there for years. 1b) She lived there for years. Form: 1a)’s conventional grammar term is ‘present perfect’‚ and its constituent parts are: subject + auxiliary verb has (conjugated here for ‘She’ i.e. has) + _____ed (i.e. past participle) 1b)’s conventional grammar term is ‘past simple’‚ and its constituent parts are: subject + ______ ed (i.e. past tense) The meaning of 1a) is that ‘she’ lived
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that it’s something far away from reality. Set up a dialogue that include both 1st conditional and 2nd conditional ‘if I were you‚ I’d…’ to give advice. A: If I win the prize‚ I will have a celebration party.(‘win the prize’ is something possible) B: If I were you‚ I will go to travel. (‘If I were you’ is something impossible. And it is a way to give advice) Ss may get confused with the 1st conditional sentence. -If I am you‚ I will go to the doctor. Ss may not understand the structure
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Assignment 2 Language related task Example 1: We can put off sleeping for a limited period. (Lexis) Meaning The lexis Put off means that we do not want to do it now. We will do it at a later time. Synonym Procrastinate Concept Questions: Do we want to do it now? No Will we do it later? Yes Form Base Verb + Adverb + Phrasal verb put off sleeping Put off is a phrasal verb used in everyday language by native English speakers Pronunciation can put off
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the focus group interview? Why is group interaction an important issue when analysing focus group data? By student - 3200230 Focus group is one of the research methods that can be used by undergraduate students in their dissertation. The aim of this essay is to explain the purpose of conducting such group as well as highlight its advantages and weaknesses. Before that is achieved‚ more general picture of what that methodology is will be given‚ explaining how focus groups
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Advertising‚ Marketing and Media The Industry from a digital perspective [pic] Does Advertising shape society‚ or merely mirror societal trends? Advertising is the process of communication whereby a person or group of people are persuaded to take some form of action‚ usually to make a purchase or participate in a particular behaviour. Studies undertaken by the Media Awareness Network estimate that on average‚ the typical North American will see 3000 ads per day (2010). With such a high level
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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 very sure about what a beginner‚ intermediate or advanced learner knows. In our teaching practice we are
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1. My car was stolen. E-mails were written. 2. Used when: • we focus on the action in the past • it is not important who did the action but what happened to the subject in the sentence 3. i. I had a very bad day yesterday because I had an important meeting at work and I woke up late. I decided to go to work by car because I was in a hurry. I went outside my house but I couldn´t find my car. I looked everywhere and then I realized that my car was stolen. I don´t know who did it. ii
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