followed by an adjective and in the second sentence it is the present perfect because it is followed by V3. e) Phonology: I would teach the fact that the sentence stress falls on just. /hi;z ju:st lɛft/ Depending on the students’ native language there may be some difficulties in producing individual phonemes. 2. Model sentence: If only I had enough money‚ I’d buy this iphone. a) Analysis of
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Section 1 – Learners and Teachers and the Teaching and Learning Context A Teaching and learning contexts Types of contexts Task 1 1. In what context will you be doing the CELTA course? I am doing the CELTA course as part of a multilingual group‚ some of who have non-English speaking backgrounds. There are twelve people in total‚ who are separated into two smaller groups of six each. The course delivery is one full day and one evening at college‚ with preparation
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CELTA – Pre-course Task Section 1: Learners and Teachers‚ and the Teaching and Learning Context Task 1 1. Lessons in groups‚ multilingual groups‚ open groups‚ full time or part-time courses‚ learners with little or no previous formal education‚ mixed or similar ability groups‚ mixed gender groups‚ large or smaller classes‚ day or evening classes‚ teachers with English-speaking or non English-speaking background. 2. In any of the aforementioned in the pre-course task sheet contexts.
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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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Please address further enquiries to : CELTA Team When you come for the interview you will be asked to do a short language awareness test and a piece of writing. Pre-Interview Task Cambridge Certificate in English Language Teaching to Adults (CELTA) Please note that much of the interview will be based on your responses to this task so come prepared to talk about it and any other areas you have researched in order to complete it. Please send this form with your application form
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Please fill in this form fully and carefully. Date of Application: __________ 1. Personal Details Family Name: ___________________________ First Name(s): ___________________________ Nationality: ___________________________ Mother tongue/1st language: _______________ Address: _____________________________________________________________________________ _____________________________________________________________________________________ Home Phone No: __________________ Work No: ______________
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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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Language Analysis | February 26 2008 | Candidates should demonstrate an ability to analyse language for teaching purposes and show understanding of basic ELT terminology relating to form‚ meaning and language use. | Assignment 2 | He takes after his father Context: Students listen to a short dialogue (a married couple have just had a baby boy) A. Congratulations Julie! How are you? B. I’m fine thanks. I’m feeling much better now. A. So...where is he? Wow‚ look at his
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1. She’s meeting Fred at 3 o’clock Name: 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:
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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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