TP Preparation GRAMMAR LESSONS The lesson should be structured as follows: 30 minutes: T sets context by using a visual/realia/drawing/demonstration and elicits information about the situation of the context‚ the lexis that students will need in order to talk about the situation and to practise the target language. Getting students to brainstorm more ideas in pairs after initial elicitation will help to make the context setting less teacher centred. T needs to exploit the context fully in order
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Assignment 1 : FOCUS ON THE LEARNER Learner Profile Juan Carlos is a 50 year old native Colombian student‚ currently residing in Switzerland. He has an intermediate level of English. He works as an Information Technology (IT) engineer and has acquired the necessary English vocabulary to function effectively within this sector. He would like to improve his everyday English fluency in order to interact more effectively with the Lausanne immigrant community‚ which uses English as the primary language
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[pic]Cambridge CELTA Lesson Plan Trainee: Date: 29th Jan 2012 TP no: 4 Level: Intermediate E3 Lesson length: 40mins Materials: Cutting Edge Int p80 – p81 (ex 3) Aim(s): Practice vocabulary and speaking about things of importance. | | |Objectives: (by the
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2001:51) extrinsic motivation is “caused by any number of outside factors‚ for example‚ the need to pass an exam‚ the hope of financial reward‚ or the possibility of future travel.” Feruza believes that without a sound knowledge of English her desires have little or no chance of materializing. As a learner‚ Feruza is a shy and quiet girl. During class she never engages in any
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Was America justified in dropping the horrific atomic bombs on Hiroshima and Nagasaki? Should the bombs have been used? The answer to that is undoubtedly clear: no. The bombs did more harm than good. The US had conducted “the world’s most devastating military mission”1‚ effects of which are still evident today. World War II was primarily caused by Germany‚ Italy and Japan‚ influenced by fascist revolutions. While Germany and Italy dealt with matters in Europe‚ Japan had plunged itself in a Pacific
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Section 1 Learner and Teachers and the Teaching and Learning Context Task 1 I will be doing the CELTA course as presently we have ESL students enrolling in TAFE for whom an ESL qualified teacher has to be brought in to assist with the student. Once I complete CELTA I will be able to handle all students without help from ESL teachers Task 2 Adult learners often bring * Reasons for learning * Specific goals * Expectations * Successful and unsuccessful past learning experiences
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Section 1 – Learners and Teachers and the Teaching and Learning Context A Teaching and learning contexts Types of contexts Task 1 1. In what context will you be doing the CELTA course? I am doing the CELTA course as part of a multilingual group‚ some of who have non-English speaking backgrounds. There are twelve people in total‚ who are separated into two smaller groups of six each. The course delivery is one full day and one evening at college‚ with preparation
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Why Teens Shouldn’t Diet Dieting can be defined as restricting calories or food groups (Deal with Diets: kidshealth.org). With the number of obese people growing‚ it’s no wonder that people are starting to diet‚ and "in 1988‚ Americans spent 32 billion dollars on diets and diet products (Baird: Women’s Health Fact Sheet)." A problem arises when teens start restricting their food‚ because dieting can be very harmful to a teenager’s still-developing body. It can also be harmful to the teen’s psychological
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ASSIGNMENT TWO: LANGUAGE RELATED TASKS 1) I’M MOVING OUT OF MY APARTMENT. Look at the sentence and then tick the statements which have the same form and meaning as the part which is underlined. She’s having her hair cut at 3 o’clock this afternoon Abdullah’s working in Qatar at the moment We’re picking him up from the airport at 11pm. Josie’s always worrying about something. Tick the statements/ concept questions which apply to the part of the sentence underlined in (1) It’s talking about
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SECTION A: Function If the function is making suggestions‚ we can use the following structures: - Let’s have a party. - Why don’t we have a party? - How about having a party? - We could have a party. These utterances are all exponents of the function of suggesting. If our function is speculation‚ we can say: - If Macbeth hadn’t listened to the witches‚ he wouldn’t have murdered the king. - I think there’ll be a revolution in Egypt in the next ten years. - I reckon that before
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