1992 Heaton‚ J‚ Writing English Language Tests‚ Longman‚ 1975 May‚ P‚ Exam Classes‚ Oxford University Press‚ 1996 Nunan‚ D‚ Syllabus Design‚ Oxford University Press‚ 1988 Nunan‚ D‚ The learner-centred curriculum‚ Cambridge University Press‚ 1988 Scrivener‚ J‚ Learning Teaching‚ Macmillan‚ 2005 Singapore Ministry of Education‚ http://www.moe.gov.sg/education/ Tomlinson‚ B‚ Developing Materials for Language Teaching‚ Continuum‚ 2003 Woodward‚ T‚ Planning Lessons and Courses‚ Cambridge University Press
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happened. It was mentioned that the casual teacher was given a lesson plan outlining the activities needing to be done. Lesson plans need to be detailed and specific as they can better aid and prepare teachers to handle unexpected events or issues (Scrivener‚ 2011‚ p. 10). The teacher did not specifically state the allowance of censored music being played in her classroom and has therefore not set up the causal teacher for success in the classroom. As well as this‚ the casual teacher is also responsible
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2.1 Assessment Tasks Task 2 Learner Goals and Needs According to the government teachers are better qualified than in previous decades1‚ trained specifically with inclusivity in mind in order to understand learners’ needs and goals. In achieving this aim and taking appropriate action in helping and supporting the learner‚ teachers must‚ primarily; assess‚ evaluate‚ gain more details and personal background knowledge about the learner‚ commencing with the initial assessment (IA) and diagnostic
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Assignment 1: Language Related Tasks Part One: Grammar -‐ 1. 2. 3. 4. 5. You should go to the doctor. Modal Auxiliary Should Simple Form Used for strong suggestions‚ advise and opinions + Subject + “should” + base form verb -‐ Subject
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References: 1. Learning Teaching The Essential Guide to English Language Teaching‚ Jim Scrivener. 2. How English Works A Grammar Practice Book‚ Michael Swan & Catherine Walter. 3. The Lexical Approach‚ Michael Lewis.
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Assignment 3: Language Skills Rationale for using the authentic text The authentic teaching material I have chosen is ‘Welcome to London – information to start your visit’ for use in a Language Skills Lesson to the pre-intermediate level class. This material‚ produced by Visitlondon.com‚ is to provide visitor information on public transport and useful tips for visitors. As Harmer (2007) notes that extracting meaning is an active process requiring a degree of engagement‚ in my proposed lesson
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Bibliography: 1. Lindsay Clandfield‚ Philip Kerr‚ Ceri Jones‚ Jim Scrivener‚ Straightforward‚ Guide to Roleplays‚ Macmillan‚ 2004. 2. Adriana Vizental‚ Metodica predării limbii engleze‚ ed. Polirom‚ Iaşi‚ 2007.
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0 The use of money and its transmission through the economy by means of a banking system characterise modern economies. Money has been used for thousands of years‚ but has evolved to more sophisticated forms and its transmission has improved over time. There have long been questions over the effects money and banking have in the economy. Frequently they have given rise to intense debate‚ and are seldom far from discussion on the economy’s performance‚ prices‚ exchange-rates and so on. The British
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privacy for patients when giving care and to be kind and compassionate. Principle B emphasizes accountability and responsibility. Nurses should be accountable and be able to defend whatever care they provide based on evidence and policy. According to (Scrivener‚ 2011) nurses should take responsibility for the care they provide and answer for their own judgements and actions. Responsibility equates to the duty of care in law. The duty of care applies whether the task involves. Principle C underlines the
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References: Teacher Observation: Video; GV Teachers and TP. Scrivener‚J (2011) Learning Teaching‚ Macmillan Oxford – includes DVD with teaching demonstrations Gower‚R et al (2005) Teaching Practice‚ Macmillan Oxford Arnold‚J & Fonseca CA‚ Multiple Intelligence Theory and Foreign Language Learning:A Brain-based Perspective
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