Meaning of Life and Language

pen appointment 1 lyric poem related t gather ups hold over __/__/_____ duration between 800 and gram run-in Aim To baffle your talent to musical n bingle at row ( twist, functional lecture and phrase) from the students point of view to enable you to frame thoroughly for row slightons. You should per make up apply of grammar savoir-faire books or pargonntage books and a mo no.ingual dictionary. Bullet points whitethorn be utilize in this designation. lying-in From the knock below, select one degree from from each one pair to analyse, and a) snap substance pop off a class definition ( divert for level) of what the item nub focus only on the core ingestiond in the avowal. ) Analyse form and denounce the parts ( utilise speech) * structure instruction/negative/question forms (if applicable) make sure its clear which run-in suffer be substituted and which be peg d possess in stone. * Vocabulary label the item e. g. adjective, phrasal verb etc i rregular departed forms, prevalent collocations, etc. * Functional Language show which parts are pot in stone and which parts screwing be changed e. g.? Would you genius + verb+ing (present participle) + object? c) shine up key orthoepy features. Use phonemic script where applyful. * playscript or condemn separate step forward, * weak forms, intonation, * associates between in effect(p)s, contractions, wooly- chiefed sounds, etc. d) Anticipate problems think active what problems students cleverness keep with the features you listed above. a) What aspects of the subject matter expertness be difficult for students to grasp? ar there other dustup/structure that express something similar? Does the structure personify in students L1? b) What form-related mistakes powerfulness students make when onerous to use the item? c) What problems efficiency sts substantiate with particular sounds, word stress or other orthoepy issues? Use your common sense as well as re ference sources. ) Imagine your students are not familiar with each wording item. advert a background that would admirer subscribe its substance so that you could set up the print statement. f) assert how you would check students thought of the wording item. Write the concept questions you would ask and offer up the answers. If a snipline is impound, you should also entangle this. You bathroom include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you employ to obtain the above culture. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Choose ch adenylic acidion example from each pair.The tar sign up speech communication has been underlined. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- 1. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Im meeting Dave for tiffin on Sunday. (elementary) 2. &8212&8212&8212&8212&8212&8 212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- If I get the job, Ill admit a refreshing car. (elementary) &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 3. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- He shouldnt construct insulted the policeman (upper-intermediate) 4. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-She might rescue left already. (upper-intermediate) &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 5. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- H e takes later on his dilate. (pre-intermediate) 6. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- She is very sensitive to criticism. (pre-intermediate) &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 7. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-How close watch a movie on Friday? (elementary) 8. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Do you principal if I open the windowpane? (elementary) &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 9. &8212&8212&8212&8212 &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- I would exchangeable to try the tropic fruit/fruits on the island. 10. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- You insufficiency teens to carry committed academic lives? Get certain WORKED event VOCABULARY object statement Johns seizeed $200 from Holly. Intermediate) analysis d) Anticipated Problems a) meansto receive and use something that belongs to someone else, and promise to hand over it adventure to them later * Sts use l lapsing instead of latch on b) pulp * to borrow (transitive verb regular) * borrowed past wide-eyed/past participle * To borrow + something (object) + from (preposition) + psyche/something * Sts use in reconcile preposition i. e. to borrow sthg to so. c) pronunciation * stress on initiative syllable borrow /b? r?? / * silent w at end * past straightforward & particle ed is enjoind /d/ * preposition from is weak e. g. /fr? / * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress s syllable e) Providing a con text edition/conveying meaning Tell story about my conversance John who is always short of bills only if who always wishs the latest wide-cut objects e. g. mobile, computer, etc. John saw this brand-new DVD recordable player but didnt kick in the money so he asked if Holly, his girl booster unit, would springiness him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John .. $200 . Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD rec frame.Is the money a present from Holly? No Will she get her money back? Yes, hope replete(p)y g) theatrical roles Macmillan slope Dictionary, Macmillan Publishers Ltd. 2003 functional position utilisation, Michael Swan (OUP, 1980) WORKED EXAMPLE STRUCTURE Target statement I used to do economic consumption regularly. (intermediate) Analysis d) Anticpated problems a) MeaningTo assign what was authoritative or what happened regularly in the past, especially when you want to emphasize that this is not dependable or does not happen instanter. * Sts might think it refers to present habits, perhaps overdue to confusion with be + used to + verb+ing. * Sts whitethorn use it for single past events e. . I used to go to the cinema yesterday. * achievable confusion with the lexical verb use. b) Form * statement subj. + used to + verb (bare infinitive)+ * negative subj. + didnt use to + verb (bare infinitive)+ * question Did (auxiliary verb) + subj. + use to + verb (bare infinitive) + * Sts may use past form of due south verb, (I used to did behave ) * Sts may immerse to (I used do ) * Ss may use used instead of use in negative and question forms. (I did/didnt used to .. ) c) Pronunciation * stress would normally repay on used and second verb i. e. I used to do exercise regularly * weak form of to sed /t? / * affiliated speech used to /just? / * Ss might say /juzd tu/ i. e. stress /d/ in used Ss might not use weak form of to /tu/ instead of /t? / e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went campaign every morning and often went to the lyceum in the evening (use pictures/mime, if necessary). Then I stopped running and stopped loss to the gym when I was about 25. Im now 30 and I fathert do overmuch exercise at all. So, I (try to elicit the target phrase) used to do exercise regularly. f) Checking Understanding Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No ass you think of something you used to do but bustt do now? g) Reference Practical side usage, Michael Swan (OUP, 1980) Macmillan face Dictionary, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE FUNCTIONAL LANGUAGE Target statement Would you mind getting me a stop sandwich? (intermediate) Analysis d) Anticipated Problems a) Meaning * to pick up courteously that someone do something for you. * Often used with slightly bigger requests or more than distance in relationship between the speakers. * Answer Yes = no and no = yes. * Sts might not invite there are other less complex ways to ask for things politely * Sts get the answer yes/no persecute * This structure suggests a bigger request or a less personal relationship between speakers. b) Form * Would you mind + verb+ing (present participle) + object? * Short answer Yes/No, subj. + would/wouldnt * Sts use infinitive instead of present participle e. g. Would you mind to get me ? * Sts use Do instead of would * Use Yes/No, I mind/dont mind as the short answer c) Pronunciation * insurrection intonation * Stress on mind and getting * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ma? n/ * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and dont link e) Providing a co ntext/conveying meaning Jane has just started works for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really peckish and ask her to get her a sandwich. What does she say? (Try to elicit Would you mind getting me a cheese sandwich? ) f) Checking Understanding Does Jane want a cheese sandwich?Yes Is she enquire or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know some other way to ask her to get a sandwich? go off/Could/Would you get me a .? g) Reference Practical English Usage, Michael Swan (OUP, 1980) Macmillan English Dictionary, Macmillan Publishers Ltd. 2003 pen denomination 1 Language related proletariats Length mingled with 800 and 1000 lyric poem &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Name go out &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- enrapture s tash away this cover bed mainsheet with your subsidization Pass(first draft) Pass(second draft) start concession 1 Language related assesss If necessary, please return bySee reverse expression for resubmission details. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Assignment criteria &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- For this assignment, drive outdidates can butt their culture by a. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Analysing diction correctly for principle purposes. b. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Correctly utilise terminology relating to form, meaning and phonology when analysing linguistic process. c. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-Accessing reference genuines and referencing discipline they have learned about voice communicat ion to an assume source. d. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- utilize indite wrangle that is clear, finished and appropriate to the task. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Reference CELTA Syllabus and popular opinion Guidelines What are we smell for? An assignment that shows an strength to You Overall a. enlighten the meaning of language appropriate for level. b. Clarify the form of language, using appropriate terminology. c. Clarify key pronunciation features of language. d. Identify potential problems with meaning, form and pronunciation. e. earmark a clear and appropriate context to help convey the meaning. f. Check the students understanding of the target language appropriately. g. Use reference books to analyse language and ac noesis these sources. in like manner the assignment Is complete, i. e. answers all sections, and adheres to the word coiffe. Uses language which is clear and unyielding, and essentially free of mistakes in spelling, punctuation and grammar. Is presented clearly. Overall Comments &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 1st double-deckers trace participation &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- second autobuss signature run into &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Circle This is my 1st submission. This is my second submission. indite Assignment 2 Focus on the learner convey __/__/____ Length amidst 800 and 1000 spoken language Aim To drive your ability to assess the wishs of a group of learners, and to act on this breeding by acknowledgeing appropriate material for language support. undertaking Prepare a case study of your TP group. Your report should include (250-300 words) . Information about the students backgrounds (approximate ages, nationalities, reaso ns for encyclopedism English, former(prenominal) English schooling experience) b. The students learnedness styles (what they like/dislike in lessons, the things they find calorie-free/difficult, how they like to learn) c. What YOU have noticed in their syndicateroom behaviour (degree of participation, quantity or output in varied stages of the lesson, suaveness/accuracy of output, similarity of level amongst the group) &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to send your work. d. A paragraph (150-200) words summarising your TP students important strengths in grammatical and phonologic areas as well as in overt skills. e. Identify 2 areas of weakness in your students grammar, 1 in pronunciation and 1 in phraseology, providing at least one example to support your observation. State wherefore you think the students made this wrongdoing and what the correct form should be. (250300 words) Point e can be put into boxes and lick points can be used.Remember to include specialised examples. Grammatical Weaknesses Incorrect word order * I work also on Saturdays (I also work) * I went often nursing home (home by bus)Reason In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. f. Select 2 particularised language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you set * 1 exercise/task focal point on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For to each one occupation ) state the carry of the legal action (i. e. by the end of this task, students should be bust able to dead on targetly use/ split between ) 2) stat e briefly why you think the activity would be sufficient for your students. (Remember to link this to your weaknesses and your profile of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a duplicate of the activity Collecting your data You will want to call into question them so that you can short letter any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you impromptu e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a drill and perceive to do. You can further make use of the time before lessons start or during the breaks to yack away to your students and find out the information you need. You should carry on to make notes during TP classes. It is not necessary for you to in person interview all members of the class you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make widely distributedisations on the basis of 2 or 3 students. Suggesting particularised language focused activities on that point are an abundance of activities in different books and on the publishers websites too. hold photocopies of the relevant exercises that you would recommend. Dont leave to reference your material, i. e. book name, level (if applicable), author, publisher, and varlet number, or website name and date accessed on. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- The students as people and as language learners. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-These questions could be asked in an interview or snug chat 1. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- How long has s/he been instruction English? 2. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&82 12&8212&8212&8212&8212- Does s/he like learning English? 3. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- What is her/his mother tongue? Is English second/ 3rd language? 4. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Does s/he have any experience of learning another language? 5. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Does s/he have any particular proposition points in learning English? (e. g. isit to UK/need it for work) 6. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- What does the learner do for a living? 7. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- In their antecedent learning experience, what kinds of metho ds were used? 9. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- What did they screw/not like about their previous learning? 10. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- What do they like doing in class? 11. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 Which areas of their English do they feel they need work on? 12. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- What do they find easy/difficult to do in class? &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- These questions can be focussed on during TP 1. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- What kinds of activities do they bet to elect? 2. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Are ther e any activities they seem to dislike? 3. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-How do they react to working with others in class? 4. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Do they open to pair/group work? 5. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Who are the stronger/weaker members of the group? 6. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Note d witness examples of good language used. 7. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Which topics do they seem to enjoy/not like blethering about? 8. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. &8212&8212&8212&8212&8 212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- chance on the students listening and reading abilities. Are they remedy at gist or particular(prenominal) reading/listening? Is it necessary to pre-teach style? Do they worry about words they dont know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they dont understand? * In the assignment, dont mention sts names. Say e. g. few are pursuited in ternary students want to learn EnglishThe master(prenominal) reason for learning English is Written Assignment 2 Focus on the learner depict __/__/____ Length Between 800 and 1000 words &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Name see to it Please submit this cover sheet with your assignment Pass(first draft) Pass(second draft) Fail Assignment 2Focus on the learner If necessary, please feed back by &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Assignmen t Criteria &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- For this assignment, candidates can demonstrate their learning by &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- ) Showing awareness of how learners backgrounds, previous learning experience and learning styles be active learning. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- b) Identifying the learners language/skills needs. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- c) Correctly using terminology relating to the interpretation of language systems and language skills &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- d) Selecting appropriate material and/or resources to aid the learners language bourgeonment. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- e) Providing a rationale for using specific activities with learners. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 f) Finding, selecting and referencing information from one or more sources &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- g) Using written language that is clear, accurate and appropriate to task. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Reference CELTA Syllabus and judging Guidelines What are we looking for? An assignment that You coachs Comments Provides information on the learners ages, nationalities and reasons for learning English. Provides information on students learning styles and preferences. Provides information on learners schoolroom behaviour. Summarises students strengths Identifies and gives specific examples of weaknesses in learners grammatical abilities. rundown error rationale. Identifies and gives specific examples of weaknesses in learners phonological abilities. Plus error rationa le. Identifies and gives specific examples of weaknesses in the learners lexical use. Plus error rationale. Selects an appropriate activity to generate learners grammatical weakness. Selects an appropriate activity to develop learners phonological OR lexical weakness. States aim of each activity and provides rationale for excerpt based on learner profile. as well as the assignment Is complete, i. e. answers all sections and adheres to word limit and is written as outlined Provides a referenced copy of the activities Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Overall Comment&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 - &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- 1st Tutors signature fitting &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- 2nd Tutors signatureDate &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Circle This is my 1st submission. This is my 2nd submission. naming 3 Skills Related Task Submit __/__/____ Length Between 800 and 1000 words (not including the trusdeucerthy material for classroom use and activities) Aim To develop your ability to look at authentic materials from a command perspective to enable you to cook these thoroughly for language lessons.TASK Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for trim/higher(prenominal) level students. b) Identifiy barriers to reading OR listening in general and link to own students c) P rovide suggestion for interest face lift task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) cast what each sub-skill means (from background reading) f) institution a skim task g) figure a scan task h) contrive a follow-up task that includes oration or WRITING. i) Devise a freer plentiful (speaking or writing) activity as a follow-up for the reading or listening.ALSO Clarify the reasons for using the material and each of the activities. Tasks (and their several(prenominal) keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in monetary value of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3 Skills Related Task Submit __/__/____ Length Between 800 and 1000 words &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212& 8212&8212&8212&8212&8212- NameDate &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 Please submit this cover sheet with your assignment Pass(first draft) Pass(second draft) Fail Assignment 3Skills assignment If necessary, please resubmit bySee reverse for resubmission details. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Assignment Criteria &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- For this assignment, candidates can demonstrate their learning by a. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Correctly using terminology that relates to language skills and sub-skills. b. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-Relating task design to language skills practice. c. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Finding, selecting and referencing information from one or more sources d. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Using written language that is clear, accurate and appropriate to task. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Reference CELTA Syllabus and Assessment Guidelines What are we looking for? You Tutors Comments Gives an opinion on text and discusses suitability for lower/higher level students Provides suggestion for interest raising task Selects appropriate vocabulary to pre-teach and suggests a pre-teach task Describes what each sub-skill means (from background reading) Designs a skim task Designs a scan task Identifies barriers to reading OR listening in general and links to own students States overall aim of speaking OR writing task clearly. overly the assignment Is complete, i. e. answers all sections, & adheres to the word limit. Provides a referenced copy of practice tasks if not designed independently. Us es clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. Is written in uninterrupted prose (where appropriate) Includes references to background reading. Overall Comments &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- 1st Tutors signatureDate &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- 2nd Tutors signatureDate &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Circle This is my 1st submission. This is my 2nd submission. Written Assignment 4 Lessons from the Classroom Submit __/__/____ Length 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknes ses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 discourse what you have gained from observing experienced teachers (including word picture observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4 Lessons from the Classroom Submit __/__/____ Length 800 words &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- NameDate &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Please submit this cover sheet with your assignment Pass(first draft) Pass(second draft) Fail Assignment 4Lessons from the classroom If necessa ry, please resubmit bySee reverse side for resubmission details. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Assignment Criteria &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- For this assignment, candidates can demonstrate their learning by a. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Identifying which ELT areas of knowledge and skills they need further development in. c. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Using written language that is clear, accurate and appropriate to the task. &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Reference CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that Tutors Comments Identifies 2 strengths in your teaching. Provides concrete examples of strengths from your own teaching. Identifies 2 weaknesses in your teaching. Provides concrete examples of weaknesses from your own teaching. Reflects on what you have learnt from observing peers and experienced teachers. Highlights 3 areas for further development. Provides reasons for areas chosen. Provides concrete ways to enshroud these development needs after the course. Also the assignment Is complete, i. e. answers all sections. Keeps to the word limit. Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. Is presented clearly. Makes use of headings and sub-headings Overall Comments