Cambridge CELTA Written Assignment: Language Related Task (LRT Part 2) Read all instructions carefully before you start this assignment. Checking Understanding Write concept questions for the underlined language items below (together with their expected answers)‚ which could be used in order to check students’ understanding. Draw pictures‚ diagrams or time-lines where appropriate and remember the basic principles outlined in the concept checking input session. All visuals should include a
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Task A 1. Explain each of the terms: • Speech • Language • Communication • Speech‚ language and communication needs Speech is a form of language that is spoken by using words. Speech refers to: Saying sounds accurately and in the right places in words The sounds people use to communicate words Speaking fluently‚ without hesitating‚ or prolonging or repeating words or sounds Speaking with expression with a clear voice‚ using pitch‚ volume and intonation to support meaning. Language
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Importance of English Language & Speaking Skills Among Fourth Year Students Submitted To: Submitted By: Date Submitted: Approved: ___________________________________ Acceptance and Approval Approval and Endorsement Acknowledgement Table of Contents List of Tables List of Figures Abstract The overall agenda for the research reported here grew out of semi-structured interviews with senior secondary students here in Davao City‚ Philippines. These Students were asked a number of issues‚ including
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CELTA WRITTEN ASSIGNMENT 1 LANGUAGE RELATED TASKS 1. The plane leaves at 10.00 tomorrow Form Present simple for future time The definite article + subject + verb in present simple tense + preposition + time marker Anticipated learner problems Students may add –ing to the verb as they may get confused by the fact that even though the verb is present simple‚ we are referring to a future event. Concept check questions Is he going today or is he going tomorrow? Is this about
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ICELT 2012-2013 The Anglo Antonio Caso Language for Teachers Task 4: Focus on the teacher’s language Name: Eduardo García Acevedo Candidate number: 004 Centre Number: MX005 Date of submission: August‚ 30th 2013 In this paper‚ I analyze my language in the classroom in terms of its accuracy and appropriacy for teaching. I quote six utterances from an Elementary level (A1) with twelve adult students who work at an investigation institute. This lesson starts with a conversation about
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Assignment 4 – Lessons from the Classroom The woods are lovely‚ dark and deep‚ But I have promises to keep‚ And miles to go before I sleep‚ And miles to go before I sleep. I decided to take the CELTA because it seemed like a fairly easy way to make some money while I traveling. However‚ a mere month’s exposure to teaching has given me the confidence to pursue teaching English as a serious career alternative‚ should I ever get sick of political antics and swindlers’ conspiracies
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CELTA – Language Related Tasks 1. a vandal - (intermediate) a) ‘A vandal’ can be defined as ‘someone who destroys or damages buildings’. b) One way of eliciting ‘a vandal’ can be to show different pictures that focus on an individual damaging and breaking property. Ask the class the following question to draw the answer out of them: What do you call the man who is doing this? (while pointing at the person in the picture) c) The following concept check questions can be asked:
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WHY I WISH TO BECOME AN ENGLISH TEACHER I wish to become an English teacher because English is my native language albeit with a New Zealand (Kiwi) accent and pronunciation and with the odd Maori word thrown in. I believe English to be the most common language used in the world and although it may not be the most common native language I believe it has become the default business language. The world is turning global with most of the borders and boundaries being merged into one very vibrant and
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d) Overall pragmatic language scores in male and female adults with spastic cerebral palsy. Overall pragmatic language skills includes total scores in each of the three aspects of pragmatic protocol checklist and the total scores obtained by combining all the three aspects in both the groups. Verbal‚ paralinguistic and nonverbal aspects reflects the overall pragmatic skills acquired in adults. Descriptive statistics results as observed from Table 5.10 and 5.11 mean scores indicated low mean scores
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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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