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 State in the simplest possible language what the underlined target language actually means. I’ve been waiting here for two hours. * I was waiting for two hours. * I am still waiting. * I am annoyed about it. State the form Subject + have/has + been+ verb+ing. Identify features of pronunciation * The ‘I’ and ‘have’ have been contracted to form ‘I’ve’. * The stressed syllable of pronunciation is I’ve been waiting.
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CELTA Handbook Manchester Academy of English Welcome to Manchester Academy of English! Student satisfaction is very important to us. If you have a question please ask any member of staff‚ we’re happy to help! Contents Page School information‚ facilities and safety 2 Teacher training staff and course overview 3 Course requirements‚ course timetable 4 Components of the course Additional requirements Candidate assessment 5‚ 6 7 8‚ 9 Course assessment 9 Plagiarism and referencing 11 1
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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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Teresa McGuinness CELTA: Assignment 1- Learner on the Focus Part 1 Overview The International House Intermediate class is a mixed genre class‚ with student ranging in age from 25 to 50+ years old. It contains a combination of abilities and levels from lower intermediate to higher imediate. Class Profile The first language of the students varies; covering such native languages as France‚ Spanish‚ Italian‚ Mexican‚ Arabic‚ Somalia‚ Portuguese and Russian. The students have a wide knowledge
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CELTA Assignment 1 I’ve been waiting here for two hours. 1. Meaning I was waiting here 2 hours ago. I am still waiting here. 2. Form Subject + have/has + past participle (been) + present participle 3. Pronunciation Contraction of I and have. Been has a short /i/. Stress on ‘/Wei/’ in waiting. 4. Eliciting Show picture 1 of a man standing with a clock above his head. The time is 12pm. Show picture 2 of the man still standing but the clock now says 2pm and he looks unhappy while
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Present continuous Form: Subject + form of the verb to be + present participle Function: A planned event to take place in the future (pre arranged plan) The phonological features: She’s meeting. Sh:iz is the contracted form of she is. May have problems pronouncing He’s /z/– She’s pronounced / / of the clock – o’clock pronounced / / weak forms: at – pronounced / / Intonation: falling at the end of the sentence. Sentence stress: “Fred”….. Difficulties: Some students may miss out ‘at’ or even change
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Cambridge Certificate ELT to Adults Course APPLICATION FORM: CELTA at IH Bogotá Download this form‚ save it‚ complete it and then return it to training@ihbogota.com by email Please attach a passport-type photograph as a .jpg file. If you do not have one‚ please ensure that you bring TWO passport photos with you when you come to Bogotá Start date: Date of application: 4/15/2015 PERSONAL DETAILS Surname: Yepes Rojas First name(s): Arturo Date of birth: July 23 1982 Place
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English‚ having someone to practice with was always a problem. Now‚ because she wants to do her Post Grad at UKZN she feels that‚ for her to be understood better‚ she needs to communicate effectively‚ and this class at Durban Language Centre was her way of getting to speak more English. She likes to learn English by speaking to her friends‚ writing and looking at pictures. With the help of a Learning styles questionnaire‚ (Borrowed from the DLC Celta course) and two letters which I received from her
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General Although there are differences between English and Italian in the inventory and distribution of individual sounds‚ the main dif®culties for Italian learners lie in the areas of stress and rhythm‚ and it is here that learners have most problems in understanding and in making them- selves understood. In addition‚ the relatively regular match between spelling and pronunciation in Italian and the strict rules
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