Please address further enquiries to : CELTA Team celta@gspace.wlc.ac.uk 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
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it in simple and clear ways‚ then it is obviously more useful to the students than when we explain at length‚ fail to pinpoint the essential components of meaning and use complex language. By asking concept question we can also establish whether students are clear about the meaning or not. For the above target language if we ask the concept questions- 1. Am I still waiting? Ans.– Yes. 2.When did I start waiting? Ans.– Before 20 minutes. But if they say ‘No’‚ that means the meaning
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assignment Language Assignment Pass (1st submission) Pass (2nd submission) Fail If necessary‚ please resubmit by: Assignment criteria For this assignment‚ candidates can demonstrate their learning by: a. Analysing language correctly for teaching purposes. b. Correctly using terminology relating to meaning‚ phonology and form when analysing language. c. Accessing reference materials and referencing information they have learned about language to an appropriate source. d. Using written language that
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PERSON AND AS A LANGUAGE LEARNER THE STUDENT ’S BACKGROUND The student I chose to observe and interview is Krasimira. She lives and works in Sofia. Krasi is 50‚ and has Master Degree in "Radio and Television". She used to work in BNT as Head of the Technical Department. Nowadays‚ she works in her own company of advertising‚ marketing and publishing. PREVIOUS LANGUAGE EXPERIENCES She had been studying English since she was 14. She was taught the basics of the English language. She had been studying
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Cambridge CELTA Written Assignment Two Skills –related tasks Word count: 1082 I acknowledge that this paper is my own work. Trainee: Mileva Genadieva Signature: Date: 18.02.2013 Receptive skills: According to J. Harmer in his book The Practice of English Language Teaching‚ “receptive skills are the ways in which people extract the meaning from the discourse they see or hear”. In the following text “Playing with your food” the main skill that is being
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the text might be about. a. Task 1: Reading for gist. Before distributing the text‚ I will tell students that they have one minute to read the text and decide what the article is about. After students read the article‚ they first share their opinion in pairs and then we have a short class discussion. Reading for gist teaches students to extract the main idea from the text in a short amount of time and allows them to practice reading skills. b. Task 2: Reading for specific information
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ELTA ASSIGNMENT: Language Related Task This assignment focuses on your ability to analyse language for teaching purposes and to devise ways of checking meaning with students. Analyse the following language items: NB Target language is underlined; where the examples are paired‚ you will need to contrast them. 1. I was going to phone you yesterday‚ but I forgot. 2. She must have gone home by now. 3. Lend us a fiver will you? Do you think you could see your way to lending
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Language Skills Related Tasks’ Assignment 1. Suitability of text for use with TP class ‘Does tourism ruin everything that it touches?’ – The text given to us as the assignment material‚ an article about the effects of mass tourism‚ can be responsibly chosen as a helpful‚ interesting and relevant element of a reading lesson plan for my Upper-Intermediate group. It’s not too long and consists of a reasonable amount of tricky and useful words. Ss will most likely find the author’s approach to
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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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Assignment 2: Language related tasks. Lexis 1 We can put off sleeping for a limilted period. Meaning To decide or arrange to delay an event or activity until a later date or time * Concept questions: Do we want to do this now? No Will we delay this until a later time? Yes Will we complete it at some point in the future? Yes Other examples: A businessman who puts off a meeting or an important decision‚ students who put off doing their assignments‚ an engaged couple who puts
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