had + past participle + when + past participle 2b. Past simple subject third person + verb past tense form + when + verb past tense form 2c. Past Continuous subject + third person + were/was + verb -ing form + when + past participle b) Function 2a. is a past action completed in a sequence of events‚ while 2b is a past event‚ and 2c then describes an event which began in the past and continues up to a particular point which could still be in progress. The difference between past perfect
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1. Check in a grammar reference book and give examples of the following tenses. Give REALISTIC NATURAL examples that might commonly be spoken or written by a native speaker. a. Present Simple I live in London b. Present Continuous I am at home c. Past Simple I studied at Oxford d. Past Continuous The cat was sleeping on the sofa e. Present Perfect Simple I have been to Canada f. Present
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Section 1 Learner and Teachers and the Teaching and Learning Context Task 1 I will be doing the CELTA course as presently we have ESL students enrolling in TAFE for whom an ESL qualified teacher has to be brought in to assist with the student. Once I complete CELTA I will be able to handle all students without help from ESL teachers Task 2 Adult learners often bring * Reasons for learning * Specific goals * Expectations * Successful and unsuccessful past learning experiences
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Written Assignment 2: Language Related Tasks Name____________________ Date __10th March 2013__ I confirm that this is my own work Signature_________________________________ Include this page with your assignment. Assessment criteria: Successful candidates can demonstrate their learning by: | Comments: | - analysing language correctly for teaching purposes | | - correctly using terminology relating to form‚ meaning and phonology when analyzing language
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scholastic knowledge of English‚ having learnt the language at school as part of the compulsory curriculum. Those who don’t‚ have at least 1 to 2 years experience of learning the language and a number of them have already attended the course taught by CELTA trainees in previous years. As for learning styles there is a core group of retired teachers (mainly Italian and Latin) who I perceive to have a strong linguistic approach. This also emerges from the interviews we had with them on our first day of
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In the Name of Allâh‚ the All-Merciful‚ the Mercy-giving - الرَّحِيمِ الرَّحْمنِ اللهِ بِسْمِ Pre-Interview Task Name: ________________________________ Date of Application: _________________ Please complete the tasks as neatly‚ as carefully and as fully as you can. There are three parts. The completed document should be sent to us with your application. Make a copy of your work if you wish to have one. We will keep the original for your file. You may refer to a dictionary and a
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TARGET SENTENCE 1I’m meeting Dave for lunch on Sunday – Elementary Level / Grammar ANALYSIS | D ANTICPATED PROBLEMS | A MEANING You have plans to eat with Dave on Sunday So it is…. A planned future event This is an event that will happen in the future. | SS think because is present tense of [to be]‚ that this event is now / in the present. SS may not think it is a definite arrangement‚ more of a plan. Confusion with “meat”? Unlikely in this case | B PRONUNCIATION
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Profile Juan Carlos is a 50 year old native Colombian student‚ currently residing in Switzerland. He has an intermediate level of English. He works as an Information Technology (IT) engineer and has acquired the necessary English vocabulary to function effectively within this sector. He would like to improve his everyday English fluency in order to interact more effectively with the Lausanne immigrant community‚ which uses English as the primary language for communication. Juan Carlos studied
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the spoken word‚ including tasks explained in English‚ however is shy and reserved when answering questions or speaking in the class. Alessandro generally likes the use of visual aids in the lessons‚ when images were used it helped him understand and remember the context more easily‚ as well as making lessons more interesting. In order to accurately assess the areas where Alessandro may need assistance both his oral and written levels were tested‚ using an interview I was able to note problems in
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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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