CELTA P/T Karolina Szybinska Assignment 3: Skills Related Tasks -1I decided to use the “Metro” article on Big Brother for my skills related task. I think it is an appropriate text for English language learners‚ because the article was published in “Metro” – a free newspaper which students will immediately recognise (proven that they have lived in London for more than 2 weeks). I also think that the use of an “authentic” text could be hugely appreciated by the students; the ability to read and
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CELTA Application Form Training and work experience Do you have any formal training as a teacher? No Do you have any experience of teaching? No 1. English as a foreign language? No 2. Other subjects: No Please supply details What other work experience do you have? I have previously worked as an Area Marketing Manager where I hired and trained 100 employees. I was responsible for their orientation‚ sales and promotional training‚ and personal development within the
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Language Related Tasks Words: 881 A. 1. The gorilla was taken back to its cage. The paintings were stolen from the museum. 2. Used to talk about: When we want the object to be the subject The subject is not doing the action The ‘doer’ of the action is unknown or unimportant Something that happened at one point in the past. 3. i. A gorilla caused panic after escaping a Dutch zoo last week. Bokito‚ an 11-year-old gorilla‚ injured four people. After two hours the zookeepers were
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CELTA WRITTEN ASSIGNMENT 1 LANGUAGE RELATED TASKS Look at the sentences below and identify the following: the verb form and structure the meaning (contrast the vocabulary items in number 4) possible student difficulties (in terms of form‚ meaning and phonology) a likely context through which you could teach the language (who says this sentence to whom and why?) check questions you might ask to check understanding (think about this in relation to your answer for b)‚ your analysis of the function/meaning)
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THE STUDENT AS A 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
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Written task 1 Michael: interviewer Big Z: Rapper Michael: Tonight please welcome the king of hip hop‚ the artist to sell over a million copies in 1 week. The one and only Big Z aka slicey dice. Michael: So how you feeling? Big Z: Good. Michael: So Big Z‚ how does it feel when your album climbed up from number 8 to number 1 on billboard. Big Z: well‚ I think I saw it coming cuz all the other albums I feel didn’t have much feeling in em. Michael: what makes you say that? Big Z: Like
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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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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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Application Form |For Office Use Only: Application received: ____________ Interview: Status: | | |Cambridge Certificate in English Language Teaching to Adults 2012/2013 | | | | | |Please circle: Intensive |
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Time +Interaction | Stage and Aim | Procedure | Assessment methodsEG Q/A‚ CCQs‚ monitoring‚ task completion‚ peer/self assessment | Tutor’s Comments | 10mT-SS | Warm upTo create interest in the topic To elicit/supply essential vocabulary for later tasks | I will contextualise the language by using pictures (PowerPoint presentation)‚ stories and gestures. The vocab taught will be happy‚ sad‚ crying‚ angry‚ scared and bored. I will also ask the students of any other emotions they already know. I
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