Teaching strengths in different situations: Planning stage: * Improving lesson planning. Lesson plans are detailed‚ reflect comprehension of aims‚ anticipated problems and possible solutions‚ and where I need to improve. * Use of materials: prepared supplementary worksheets when necessary. In the classroom: * Evidence of applying what I am learning from input sessions and feedback sessions. * Manner‚ rapport‚ response to students. * Eliciting from students during all
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ASSIGNMENT 4 - LESSON FROM THE CLASSROOM. Having not have taught before‚ I have gained tremendous amount of insight into student focus teaching techniques like student participation‚ making the class interesting‚ eliciting‚ drilling etc. I did not know that too much teacher talk was not good‚ because that was what I was brought up with at school and at university. The teacher talks and you take notes‚ or copy down points from the board. I must admit that when there was too much TTT‚ I as a student
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ED459 Advanced Educational Research Course coordinator: Dr Mesake Rawaikela. Assignment 3. Merle Takinana (S79027200) Title of research: Obstacles faced by Foundation English language learners at the College of Foundation Studies‚ USP. 1. Abstract: The aim of this study is to find out the difficulties that Pacific Island students English language proficiency on academic success of Foundation students at the College of Foundation Studies at the University of the South Pacific. These students
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Assignment #3: Case Analysis and Transferable Skills Paper When working with children and families‚ a social worker will need to be able to analysis the case. This includes being aware of the different settings the family is exposed to. Schools‚ mental health service sectors‚ the Department of Children and Family Services are examples of potential settings. In regards to the family presented in the case vignette‚ a setting that was involved in the family’s life was the Department of Children
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CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications‚ examinations and assessments in England) at level 5 on the Qualifications and Credit Framework. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Email: ESOLhelpdesk@CambridgeESOL.org www.CambridgeESOL.org EMC|2254|0Y12 © UCLES 2010 CAMBRIDGE ENGLISH: CELTA SYLLABUS
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Assignment 3R (20 points) Assignment 3R: Workplace Skills Instructions Save this file in your course folder‚ and name it with Assignment‚ the assignment letter‚ the section number‚ and your first initial and last name. For example‚ Jessie Robinson’s assignment 1R for Section 1 would be named Assignment1RJRobinson. Type the answers to the assignment questions below. Use complete sentences unless the question says otherwise. You will have more than one day to complete an assignment. At the
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CELTA ASSIGNMENT 1 – FOCUS ON THE LEARNER Part One Background The first part of the assignment focuses on the general overview of Entry 1 group who are majority females of South-Asian origin; also a Chinese‚ African & Arab learners are also enrolled in class. Learners of this group are housewives with little or no previous education background. They would have learnt Urdu or Gujarati in their country. The ages range between 24 and 45. The majority of learner’s first language speaks
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good rapport with students to lower their inhibition level. Students tend to connect with their teachers and it is a good teacher who use this relationship to the advantage of students. A good teacher also has good discipline skills and teaching skills. Combination of these skills will enable them to maintain a well-organized and academically successful classes. A good teacher should be expert on his fields and be always prepared to answer questions and keep the material interesting for students. Using
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‘Text has added to language use’ Explore a range of texts to investigate to what extent is it true‚ referring to public attitude and describing how you and others adapt to spoken language for specific purposes speaker one when speaking to speaker two starts with only phonetic representation with the word you (‘u’) but as he sinks into the conversation he then goes on to use carious language devices like omission when he says ‘gdgd’ instead of good good‚ he also uses initials when saying ‘OMG’ and
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Course: Location: Cactus ref no: 2061 Cambridge CELTA London Baron’s Court Instructions Thank you for choosing to apply for above course. Please complete in BLOCK CAPITALS Please check the www.cactustefl.com website if you need any specific course/school details. information‚ here is the application process: 1. Complete and return this application to Cactus TEFL. 2. Cactus reviews and forwards this to the centre ’s teacher training team. 3. The school contacts you to tell you if you have been
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