interview I conducted with her‚ I discovered that the best style of teaching her is visually. I have noticed that during lessons with which contain visual elements (PowerPoint’s‚ pictures etc) she would be at the forefront of answering questions and volunteering for exercises. It appears she really enjoys herself and progresses well in these types of lessons as opposed to lessons without visual elements in them. In terms of her use and command of the English language‚ I have noticed that generally
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University of Phoenix HCR/220 Describing CPT Coding Categories Check Point BreAwna Ingram June 21‚ 2012 Describing CPT Coding Categories The CPT codes have three categories‚ starting with Category I‚ then Category II‚ and Category III. There are key words associated with these three code categories which include “common‚” “optional‚” and “temporary‚” these key words help to make the coding process easier for employees to understand. Common codes are referred to when using Category I
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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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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 to teach in the following context: Lessons in a group Monolingual Closed group Same
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taught by teachers who used both Czech and English in the classroom. The lessons were teacher-centred and focused on grammar‚ dictation and homework‚ leaving few opportunities for speaking practice. One student has also been attending English course offered by her employer‚ and also learns English independently. Two of the students are multilingual (they speak either German or French). A number of them have attended English lessons at Akcent IH in the past‚ which they enjoyed because they were exposed
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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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CELTA LESSON PLAN Name Level Lesson length 30 mins TP number Number of students Aims (What are your aims for this lesson?) Select from the following categories:Grammatical Structure: Present simple tense. Text on environment. Function: Vocabulary: (Fuels‚ factories‚ marine animals‚ pollute chemicals‚ arctic‚ rubbish.) Skills: reading (skim reading+ listening for detail) and speaking and writing. Phonology –Environment . Objectives (what will students be able to do by the end of the lesson)
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CELTA Pre-course task sheet Section 1 – Learners and teachers‚ and the learning and teaching context A – Teaching and learning contexts Task 1 1. Lesson in groups‚ Multilingual & Open groups‚ full time course‚ mixed ability & gender groups‚ day classes‚ smaller classes‚ teachers with English speaking background 2. One to one lessons / lessons in groups‚ monolingual groups‚ closed / open groups‚ fulltime / part-time course‚ mixed / similar ability groups‚ mixed / same gender groups
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17/05/10 Cambridge ESOL CELTA Written Assignment 1 Language Skills Assignment PART 1 For the purpose of English language teaching‚ teachers tend to refer to four particular skills- reading‚ writing‚ speaking and listening. (Harmer‚ 2007) Reading and listening are known as receptive skills. Both of these processes require meaning to be derived from material that is being listened to or read. Speaking and writing are known as productive skills. In the case of both of these processes language
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Chapter 3 Describing Data Visually 3.1 [pic] Approximately symmetric‚ but can be viewed as skewed to the left. 3.2 [pic] Range 91 to 204 with some clustering near 130; distribution appears very slightly skewed right. 3.3 Sarah’s Calls: [pic] Bob’s Calls: [pic] Sarah’s makes more calls than Bob and her calls are shorter in duration. 3.4 a. 7 bins of 20 [pic] b. Answers will vary. Too few bins (less than five)
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