CELTA Assignment 1 I’ve been waiting here for two hours. 1. Meaning I was waiting here 2 hours ago. I am still waiting here. 2. Form Subject + have/has + past participle (been) + present participle 3. Pronunciation Contraction of I and have. Been has a short /i/. Stress on ‘/Wei/’ in waiting. 4. Eliciting Show picture 1 of a man standing with a clock above his head. The time is 12pm. Show picture 2 of the man still standing but the clock now says 2pm and he looks unhappy while
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CELTA assignment 1: LRST 1. TEXT AND RATIONALE: The text I am selecting is a description of a clown who works in a circus‚ and a description of his everyday life. I chose this text for the following reasons: -INTEREST: Recent research has indicated that how interesting a text is will affect students’ cognitive performance. This kind of "interestingness‚" or text-based interest‚ was the focus of the study […] a content analysis performed on the recall protocols showed that the interest-evoking
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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: reading for gist‚ scanning and reading for specific information. The text could also be adapted for teaching grammar and vocabulary. Match headings to text - skim reading for gist exercise ref p13-p15 Using text with headings blanked out. After pre-teaching the necessary vocabulary such as: telepathy and premonition‚ the teacher
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Cambridge ESOL CELTA lesson plan name date 4/7/13 tp lesson number 9 level Upper Intermediate teaching time 60 mins number of students learning aims (what do you want students to learn or get better at?) Sts will practice listening and speaking using the audio of a radio show and questions. Sts will also practice using quantifiers which are commonly used. N.B. include a separate vocabulary or grammar language analysis sheet if you are clarifying language timetable fit and
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Certificate in Teaching English to Speakers of Other Languages CELTA Candidate Record Booklet CELTA 5 Candidate Name: .................................................................................................................... Centre Number: Centre Name: ......................................................................................................................... Course Number: ......... / ........................ Course Dates: ...............................................
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Overview of Task (goal) Analysis The task analysis process began by establishing which skills the learners would need to master in order to build a comprehensive e-portfolio that meets ISTE-T standards. Since the school district website uses Schoolwires software‚ the first step was to establish the functionality of Schoolwires in relation to the ISTE-T standards. Are learners able to meet all of the requisite standards using Schoolwires or would they need to use additional applications? It was
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English fluency in order to interact more effectively with the Lausanne immigrant community‚ which uses English as the primary language for communication. Juan Carlos studied English at school‚ but found it unsatisfying because he only did text book tasks and dialogue memorization. At University‚ he studied technical English required for the IT industry. After some time‚ during a 6 month work hiatus‚ he took classes in a private language school where he received instruction targeting receptive and productive
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1. She needn’t have got up so early. Meaning: Needn’t is short for need not. This action happened in the past. She got up early but it wasn’t necessary. Context Mary has a job interview tomorrow and she was feeling very nervous. The next day Mary woke up early to catch the 9am bus to her interview location. However she had forgotten that the interview was at 3pm. It was not necessary for Mary to get up so early. As a result she waited for several hours in a café. CCQs:
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Selma Pasanbegovic Assignment 1 – Focus on the Learner Task a: Learner’s Background For the purpose of this assignment I chose Feruza‚ an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years
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practice stage. Restricted practice task 1: students practise target language in restricted way. First task will require little or no manipulation of target language. For example‚ matching questions and answers‚ re-arranging words in jumbled sentences‚ matching half sentences‚ etc. T must monitor students during task and correct/help as required. Feedback to task 1: make sure feedback is student-centred and efficient‚ i.e. fast. 30 minutes: T sets restricted practice task 2 to allow students further restricted
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