following: Successful candidates can demonstrate their learning by: * An awareness of how learners’ backgrounds‚ previous learning experience‚ motivation and learning styles affect learning * Identification of the learners’ language skills and needs * Correct use of terminology relating to the description of language systems * Selecting appropriate material and resources to aid the learners’ language development * Provide a rationale for using specific activities
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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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Assignment: Focus on Learning Student: xxxxxxxxxxx – Nationality: Nepalese Background xxxx has been in England for about 4 months. She followed her husband to the UK with her children. Her husband is doing a PhD. at Oxford University and has a couple of years further study before he finishes. xxxxx is currently working at Primark as a shop assistant. She learnt some basic English while at school‚ however much of this was listening‚ reading and writing based and the opportunity to speak
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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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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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“RELAX! YOU’LL BE MORE PRODUCTIVE” One of the main ideas that gives this text is to be clear what I do and where I want to go‚ therefore‚ when we are doing an activity must focus solely on that activity because we often want to do so many things at the same time and do not move to end or first. To be productive we must maintain an atmosphere of relaxation‚ as we see in reading the secret is to renew our mind and body‚ because it is essential and one of the options that we offer is that we can
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Productive or Destructive As far as we know‚ there are more than a half-a-million criminally active street gang members in the U.S. today. There are many different gangs; some are street gangs‚ prison gangs‚ motorcycle gangs‚ and so forth. But‚ right now‚ I am pointing specifically at street gangs. Street gangs have changed my life growing up from a child to adult. “Gang violence” and “social disorder” seems to go hand-in-hand or is synonymous in the United States. They have spread across the country
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A happy or satisfied worker can have many reasons; he/she can have a high salary‚ good working hours‚ bonus holidays‚ or an excellent position in the company. Every individual is satisfied differently. But do happy workers stay over-time or perform better than unhappy workers? According to the book‚ Organizational Behavior‚ organizations with more satisfied employees tend to be more effective than organizations with fewer satisfied employees. Happy workers are now related to organizational
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CELTA pre-interview task A 1 We never go to the theatre these days. Present Simple 2 We’re saving up to travel abroad. Present Continuous 3 We’ve already been to Morocco. Present Perfect 4 We didn’t have enough money to go further. Past Simple 5 We had spent all our savings by the end of the summer. Past Perfect 6 We’d been sleeping rough for several weeks when the weather turned colder. Past perfect Continuous 7 This year‚ I’ve been awarded a travel scholarship. Present
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Cambridge ESOL CELTA lesson plan name date 4/7/13 tp lesson number 9 level Upper Intermediate teaching time 60 mins number of students learning aims (what do you want students to learn or get better at?) Sts will practice listening and speaking using the audio of a radio show and questions. Sts will also practice using quantifiers which are commonly used. N.B. include a separate vocabulary or grammar language analysis sheet if you are clarifying language timetable fit and
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