[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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“It is when we stretch out our hands to our moira that we receive the sign of the god” (Renault 52). Mary Renault tells the story of Theseus‚ grandson of Pittheus‚ the King of Troizen. The story is told from Theseus’ point of view when reflecting on his life. He tells about his journey throughout Greece and the trials he encounters. In the King Must Die‚ the themes of the search of the son for the father‚ maturation‚ and the idea that the king suffers for his people show what qualities make a good
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ASSIGNMENT 1 LANGUAGE RELATED TASKS Candidates can demonstrate their learning by: a) analysing language correctly for teaching purposes b) correctly using terminology relating to form‚ meaning and phonology when analysing language c) accessing reference materials and referencing information they have learned about language to an appropriate source d) using written language that is clear‚ accurate and appropriate to the task Length: 750 - 1‚000 words This assignment follows on directly
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Chapter 3 IV – CONSTRAINTS/CHALLENGES AND PROPOSED COURSE OF ACTION FOR IMPROVEMENT a. Identified/Observed in the Organization Problem I observed about the bank: 1. Incomplete information: To open an account sometimes people have given incomplete information which will become a very acute when any dispute arises. I find out these and called them to submit the necessary document. 2. Introducer problem: When a client tries to open an account he must have
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CELTA Pre-Course Task Section 1: Learners and teachers‚ and the Learning and Teaching Context Task 1 1. The context in which I will be doing the CELTA course is likely to be multilingual and an open group of students. Lessons are most likely to be conducted in groups and of a similar ability given that classes are divided into levels. 2. I do not know what context I will be teaching in after I finish the course but I would like to teach a wide range of groups in a number of different
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The Right to Die Controversy Who are we to say when we should die? Are we trying to play God‚ or do we just want the right to end the inevitable a little sooner than God’s plan for us? This paper will discuss pros and cons of euthanasia with stories and research. Such as the case of a ninety five year old comma patient‚ whose family receives the news that she could live for months‚ years even in a vegetative state on life support; leaving the family questioning whether or not to pull the plug and
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CELTA Language Related Assignment Adrian Nicholas Crouch Date: 01.01.2011 Word Count:1‚740 PASS 1. The plane leaves at 10.00 tomorrow. Form Present tense referring to the future + time marker. definite article + subject + verb in the present simple tense + preposition + time marker Function/meaning Statement of fact/future action set by timetable or schedule. Context Someone who has arranged a holiday abroad and is confirming travel arrangements for the following day with a family member
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The Right to Die Death is the unavoidable end everyone has to face eventually. It is argued about if we should be able to choose when this fateful event will occur. This has been a discussion for years and continues today especially in light of longer life spans. When it comes down to it one has to choose a side on the debate of euthanasia. The right to choose to die should be illegal because‚ it destroys the chance of recovery‚ people could be unwillingly pressured to do it and sometimes patients
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1. My car was stolen. E-mails were written. 2. Used when: • we focus on the action in the past • it is not important who did the action but what happened to the subject in the sentence 3. i. I had a very bad day yesterday because I had an important meeting at work and I woke up late. I decided to go to work by car because I was in a hurry. I went outside my house but I couldn´t find my car. I looked everywhere and then I realized that my car was stolen. I don´t know who did it. ii
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Those who don’t‚ have at least 1 to 2 years experience of learning the language and a number of them have already attended the course taught by CELTA trainees in previous years. As for learning styles there is a core group of retired teachers (mainly Italian and Latin) who I perceive to have a strong linguistic approach. This also emerges from the interviews we had with them on our first day of training: the majority of students highlighted their strengths in English as reading and writing. Most of them
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