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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Female education in Upper Egypt is very poor. Many females are illiterate and others drop out of school early. It is estimated that only thirty-eight percent of females in Upper Egypt are literate. Egypt is one out of 9 countries that is targeted for special focus in implementing the world-wide effort to provide "Education for All". Therefore‚ many worldwide organizations studied female education in this region. According to the UNICEF the literacy rate for women can in fact be as low as ten percent
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Are you part of the upper class? If yes‚ you have won already. If not‚ you’re going to have to work extra hard to even get a chance at real success. Despite what we would like to believe‚ rich children have all the advantages when it comes to education and opportunities. They typically get into the better schools more so that those from the lower class. Rich children also get to do more stimulating activities over the summer which puts them ahead of the lower class children who play outside and watch
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CELTA – Pre-course Task Section 1: Learners and Teachers‚ and the Teaching and Learning Context Task 1 1. Lessons in groups‚ multilingual groups‚ open groups‚ full time or part-time courses‚ learners with little or no previous formal education‚ mixed or similar ability groups‚ mixed gender groups‚ large or smaller classes‚ day or evening classes‚ teachers with English-speaking or non English-speaking background. 2. In any of the aforementioned in the pre-course task sheet contexts.
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Kenneth Molander Harris ASB 222 10/19/14 The Upper Paleolithic time in human history is the final segment of the stone-age following the Lower and Middle Paleolithic times. During this time‚ homo sapien sapiens appear to have made tremendous strides like no time before it. Archaeologists have found ancient bones and artifacts all around the world which help them to paint a picture of ancient humans at different time periods. Using radiocarbon dating they can find out how old these bones and artifacts
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Rebellions of Upper and Lower Canada The Rebellions of 1837 began after Papineau’s rights were denied by the governor to 92 resolutions of reform. Papineau had thought it was important that the people of Lower Canada should have a more suitable government‚ rather than the small oligarchy. After his rights were denied he led the Patriots against the Oligarchy gov’t. His attempt for reform through rebellion was unsuccessful however; it sparked the idea of rebellion of W. Mackenzie in Upper Canada. Mackenzie
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Language Related Assignment 1. The plane leaves at 10.00 tomorrow a) The form is present simple Subject third person + verb present tense + time marker b) A future arrangement – a ‘timetable future’ as the plane has a daily schedule and it will depart accordingly. c) Students may be confused by the form of present simple when a future time is referred to. They may confuse the meaning with present continuous ‘is leaving’ which means the event is happening now rather than
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Assignment 1 / Language focus The car’s going to crash Form describe the form: Be going to Affirmative: Subject + be + going to + bare infinitive Interrogative: Be + subject + going to + bare infinitive ? Negative: Subject + be + not + going to + bare infinitive Short form response: Yes‚ subject + be + going to + bare infinitive No‚ subject + be + not + going to + bare infinitive Phonology : /gəʊɪŋ/ Anticipated Problems
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TASK[1] This assignment involves analysing language. On the next page is a typical text that you might use in class. Look at the items taken from the text in the table on the following pages and for all 3 grammatical structures (1-3) and all 3 lexical items (a-c)‚ underlined and in bold in the text: Analyse the meaning (in this context) of the target item Analyse the form and pronunciation of the item as you would on the whiteboard Identify any problems students may have with meaning‚ form
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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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