Cambridge CELTA Course Assignment 3 Skills Related Task Selection of a reading or listening text with rationale‚ tasks and lesson plan design Trainee: Minoo Date: Feb 18‚ 2015 Appendix 1: Handouts Appendix 3: Answer key Appendix 2: Text Purpose: 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 the main skill which is going to be practiced
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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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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. She had been studying
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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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LANGUAGE RELATED TASKS Grammar item 1: …but sooner or later we have to sleep. Meaning In this sentence have to sleep is used to express the idea that we are obliged to sleep even if we don’t wish to do so. CCQs: Is it something we must do? Yes. Can we avoid it? No. Use of examples: We have to use the safety belt. Children have to attend school by law. Form Have to is a non-modal alternative to the modal verb must to talk about obligation. It is interchangeable with have
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Assignment 3 – Language Skills Due Date: 29th March 2011 CELTA Trainee: The purpose of this assignment is to firstly identify the receptive language skills and / or sub-skills that could be practised using authentic text‚ and secondly to identify productive language skills that could be practised in relation to that text. In addition‚ the assignment brief specified that tasks in relation to the text should be designed‚ with a rationale for their choice. I have chosen an authentic text entitled
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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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3.but sooner or later we have to sleep (grammar) Meaning: ’Have to’...is a necessary action that will or should be done We use ’have to’ when there is an obligation to do something Context: The children look smart because they have to wear a uniform.. I have to collect the children from school at 3 ’0’clock. Concept Questions: 1. Do you have to wear a uniform at college? (no) 2. Why do the children wear a uniform (because they have to)
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Daria Vaughan CELTA full-time Assignment 1: Language Related Task 1. She needn’t have got up so early. a). Analysis of Meaning. She got up early. It wasn’t necessary. She could have stayed in bed longer. b). Context. Sarah is having a date tomorrow and is very excited about it. The next day she woke up early to catch the train at 10 o’clock. However‚ she had forgotten that her date is at 4 o’clock in the afternoon. Ask – Did she get up too early? Yes It wasn’t necessary for Sarah to
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followed by an adjective and in the second sentence it is the present perfect because it is followed by V3. e) Phonology: I would teach the fact that the sentence stress falls on just. /hi;z ju:st lɛft/ Depending on the students’ native language there may be some difficulties in producing individual phonemes. 2. Model sentence: If only I had enough money‚ I’d buy this iphone. a) Analysis of
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