almost half way through the CELTA course and it is admirable that all of us have had such a tremendous growth curve. Personally‚ I know I have become much more confident about standing in front of a classroom full of students and talking about different aspects of English language. I discovered the very first day that it was important to establish a good rapport with the students and be comfortable talking with them. I learned it was also important to engage students in conversation rather than
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66 ESSENTIAL PHRASAL VERBS (INTERMEDIATE) AGREE WITH - estar de acuerdo - "All women are bad drivers." "I don’t agree with you." BE ABOUT TO - estar a punto de -I was about to leave the house when my friends arrived. BE BACK - regresar -I’m working late at the office tonight so I won’t be back until 10. BE OUT OF - quedarse sin - We’re out of eggs so we can’t make a tortilla. BE OVER - terminarse - When the football match was over‚ we went to the pub. BE UP - estar levantado - "Phil isn’t up
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continuous‚ Root ‚ Present continuous I think we’ll buy a camper van. Form /Tense Present Simple‚ Future Simple By the year 2012 I’ll have completed most of my research. Form /Tense Future Perfect 2. What would you say to a student who asked you to explain the difference between these pairs of sentences? a) I bought a newspaper this morning. I’ve bought a newspaper this morning. a) The first sentence: it is already afternoon when the statement is said. The second
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structures (1-3) and all 3 lexical items (a-c)‚ underlined and in bold in the text: Analyse the meaning (in this context) of the target item Analyse the form and pronunciation of the item as you would on the whiteboard Identify any problems students may have with meaning‚ form and pronunciation and provide realistic solutions State which references you have used to help you in your analysis. Word Count: 750-1000 words Deadline: ASSESSMENT CRITERIA Cambridge ESOL specifies
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A child who is an English language learner (ELL) requires a positive‚ supportive‚ and secure environment in order to learn the second language (Gunning‚ 2013‚ p. 35). If the child feels a strong support system‚ he/she will have the confidence to attempt and work on their English skills (Gunning‚ 2013‚ p. 13). Educators must “know about and understand diverse family and community characteristics‚” which is NAEYC’s standard 2a. Acquiring knowledge on diverse characteristics that families exhibit will
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Reasons for choosing text Although a long piece of text‚ it contains an overall context of animal powers and is an interesting topic. Similar topics students have worked with include qualities of famous people and superheroes. It is an authentic text‚ containing a wide range of language items and so provides a challenge for intermediate students. The text could also be broken down into sections for specific tasks. Receptive language sub-skills that could be practised using this text include:
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walked into the first class that I have ever took and confronted chaos. The four students in my Spanish class were engaged in a heated spitball battle. They were all following the lead of Andrew‚ a tall eleven-year-old African-American boy. Andrew turned to me and said‚ "Why are we learning Spanish if no one speaks it? This a waste of time." I broke out in a cold sweat. I thought‚ "How on Earth am I going to learn this?" It was my first day of Winterbridge‚ a nationwide collaborative of thirty-six
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talking with people. It should not be used when writing a business letter. Anticipated problems and solutions Problem: Students might not understand the lexical phrases meaning. Solution: Use physical gestures and graded language to simplify the meaning also use the concept questions to reinforce the meaning. Problem: Pronunciation of the phrasal verb is difficult for students. Solution: Use drills to include back chaining to help them with the linking of the phrase. Example 2: The unpleasant
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3.3- LEARNER-CENTERED APPROACH/CURRICULUM Introduction: • The term learner-centered approach focusing on the student’s learning and what they do to achieve this‚ has widespread usage. • Implementing learner-centered approach involves changes in three areas: 1. Curriculum Design‚ 2. Teaching and Learning Methods and 3. Assessment Practices. Learner-Centered Approach to Curriculum Design • A learner centered approach to curriculum design gives • A Learner-Centered
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Starting off the year with 3 different Spanish teachers has been an extreme task for the Freshman as well as the upperclassman this year. Freshman students have struggled with understanding as well as speaking the language because of the adjustment through each teacher. Students in first year Spanish classes excitedly walked into their Spanish classes eager to learn the new language. With only a couple of weeks into school there was already an issue with the first teacher. Freshman were frustrated
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