Contents: Introduction 5 I. WESTERN GENRE ANALYSIS 7 1. Possible Pathways 7 2. Guns‚ Horses and Cactuses – Defining the Genre 10 3. White Cowboys and Other Key Features 15 4. The Milestones in Hollywood Western’s History – A Short Genealogy of the Western 17 5. The Structure of Western films – Plot Variations 20 6. Stereotypes 23 6.1. The Hero 24 6.2. The Anti-hero 25 6.3. The Villain 26 6.4. The Woman 27 II. Cowboys Enter
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CELTA assignment 1: LRST 1. TEXT AND RATIONALE: The text I am selecting is a description of a clown who works in a circus‚ and a description of his everyday life. I chose this text for the following reasons: -INTEREST: Recent research has indicated that how interesting a text is will affect students’ cognitive performance. This kind of "interestingness‚" or text-based interest‚ was the focus of the study […] a content analysis performed on the recall protocols showed that the interest-evoking
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CELTA Written Assignment 3 Language Skills Related Tasks Lucy Gudgeon-Brennand The authentic reading text I have chosen for Elementary students is a recipe page from a popular magazine and is approximately 150 words long‚ excluding ingredients. The reason I have chosen this text is because it is current‚ relevant to daily life‚ informative‚ visually appealing‚ and also based on a topic that people are naturally interested in – food. The universally familiar format this article takes; list‚ photographic
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1. She needn’t have got up so early. Meaning: Needn’t is short for need not. This action happened in the past. She got up early but it wasn’t necessary. Context Mary has a job interview tomorrow and she was feeling very nervous. The next day Mary woke up early to catch the 9am bus to her interview location. However she had forgotten that the interview was at 3pm. It was not necessary for Mary to get up so early. As a result she waited for several hours in a café. CCQs:
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1. Background and education framework For this assignment I interviewed XXX‚ a 26 year old refugee from Eritrea. The political situation in his country is grave. It is a single-party presidential republic‚ where any kind of outspoken criticism is punished without trial. Back home the government recruited him to be a soldier and as he would not comply‚ he had to run. He fled to Slovenia with his wife‚ leaving three children in Eritrea to live with their grandparents until he and his wife find a
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CELTA Pre-Course Task Section 1: Learners and teachers‚ and the Learning and Teaching Context Task 1 1. The context in which I will be doing the CELTA course is likely to be multilingual and an open group of students. Lessons are most likely to be conducted in groups and of a similar ability given that classes are divided into levels. 2. I do not know what context I will be teaching in after I finish the course but I would like to teach a wide range of groups in a number of different
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TASK[1] This assignment involves analysing language. On the next page is a typical text that you might use in class. Look at the items taken from the text in the table on the following pages and for all 3 grammatical structures (1-3) and all 3 lexical items (a-c)‚ underlined and in bold in the text: Analyse the meaning (in this context) of the target item Analyse the form and pronunciation of the item as you would on the whiteboard Identify any problems students may have with meaning‚ form
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CELTA Language Analysis Written assignment 2 N.B. Please write legibly in black ink or type. Content carries the most weight‚ but you are also marked on clarity‚ accuracy (e.g. grammar‚ spelling‚ punctuation) and presentation (see CELTA criteria). Please read the shaded boxes to see the marking criteria. If your assignment does not meet the specified criteria‚ you will be asked to resubmit it. If the second submission is not satisfactory you will be awarded a fail grade. More than one
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CELTA Pre-course task sheet Section 1 – Learners and teachers‚ and the learning and teaching context A – Teaching and learning contexts Task 1 1. Lesson in groups‚ Multilingual & Open groups‚ full time course‚ mixed ability & gender groups‚ day classes‚ smaller classes‚ teachers with English speaking background 2. One to one lessons / lessons in groups‚ monolingual groups‚ closed / open groups‚ fulltime / part-time course‚ mixed / similar ability groups‚ mixed / same gender groups
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