Assignment 1 / Language focus The car’s going to crash Form describe the form: Be going to Affirmative: Subject + be + going to + bare infinitive Interrogative: Be + subject + going to + bare infinitive ? Negative: Subject + be + not + going to + bare infinitive Short form response: Yes‚ subject + be + going to + bare infinitive No‚ subject + be + not + going to + bare infinitive Phonology : /gəʊɪŋ/ Anticipated Problems
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didn’t mean to break something? How did you feel? Form: I + didn’t + mean + to break Subject + did not + verb +infinitive form of verb Pronunciation: didn’t /ˈdɪd.ənt/ (2 syllables – stress on first) mean to: (weak form) /tʊ/ 3. My brother is very ambitious. Meaning: Ambitious is an adjective form. The context describes my brother as very ambitious because he has a strong desire to be successful and rich. Context: My brother studies all day and night in college.
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ASSIGNMENT 1 - FOCUS ON THE LEARNER PART A I interviewed a 26-year-old Italian in the Elementary English Class. He is a student at the University of Verona‚ studying International law. He can be described as both extrinsic and intrinsic learner because he said he is learning English for basically two purposes; first‚ for the course he is studying ’International Law’‚ which involves global communication‚ so with English he will be able to deal with international clients in the future. His
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SECTION A: Function If the function is making suggestions‚ we can use the following structures: - Let’s have a party. - Why don’t we have a party? - How about having a party? - We could have a party. These utterances are all exponents of the function of suggesting. If our function is speculation‚ we can say: - If Macbeth hadn’t listened to the witches‚ he wouldn’t have murdered the king. - I think there’ll be a revolution in Egypt in the next ten years. - I reckon that before
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TASK 1: In what context will you be doing the CELTA course? As a candidate I will be attending a full time course‚ for which the gender maybe mixed‚ but at present I am only aware of the male candidates whom I met at the school interview. As a relatively small open group‚ our educational and employment backgrounds will be mixed but with all 12 candidates having met the schools requirements and received an acceptance letter. All candidates have the same interest to teach English as a foreign
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CELTA Application Form Training and work experience Do you have any formal training as a teacher? No Do you have any experience of teaching? No 1. English as a foreign language? No 2. Other subjects: No Please supply details What other work experience do you have? I have previously worked as an Area Marketing Manager where I hired and trained 100 employees. I was responsible for their orientation‚ sales and promotional training‚ and personal development within the
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CELTA Assignment 2: Language analysis sheet Name: Michael Humeniuk Date:__October 13‚ 2012____________ |Context and analysis of meaning/use |Anticipated problems |CCQs | | | |If
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YEAR 10 SKILLS RELATED FITNESS PROJECT-BEN PEARCE 10D For this project I have decided to describe each aspect of skill related fitness in relation to tennis. Tennis has always been one of my most enjoyable physical activities. AGILITY Agility is probably one of the best skills any tennis player can hone. I am also talking about any racket game especially squash. Agility helps performance in activities that require you to change direction quickly whilst keeping balance‚ strength‚ speed and
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a plan. Confusion with “meat”? Unlikely in this case | B PRONUNCIATION I’m - /aɪm/ I’m is unstressed‚ weak meeting - /ˈmiːtɪŋ/ stress on first syllable When put together‚ it is spoken quickly so the two m’s appear to join as in “mmm”. 3 syllables in total. Hence‚ /aɪˈmiːtɪŋ/ -I’m meeting | SS may overstress “I’m” - /’aɪmiːtɪŋ/ SS may overstress –ting - /aɪmiː’tɪŋ/ SS may struggle with the contraction from I am to I’m or use “I am” so that the sentence is more formal I am
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CELTA Pre-course task Section 1 Task 1 1. Monolingual‚ adult group classes‚ part time‚ mixed gender‚ similar ability‚ day‚ teachers with English speaking backgrounds 2. After the course finishes I will be teaching the same. Task 2 1. I decided to teach adults because I like to listen to the various life experiences the adults have‚ I also like the adults hunger and willingness to learn. Adults are usually very motivated and make for an interesting class. 2. I find I’m well suited
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