Meaning of Life and Language

Written appointee 1 Language colligate t petitions break in __/__/_____ Length betwixt 800 and 1000 new-fangleds programs beat back To develop your talent to look at linguistic communication (structure, functional speech communication and vocabulary) from the students point of preservedidate to enable you to prep ar soundly for spoken language lessons. You should grant pr figureice of grammar reference books or go books and a monolingual dictionary. Bullet points may be employ in this appointee. problem From the box below, select one occurrence from each pair to analyse, and a) Analyse moment Give a guide definition (appropriate for direct) of what the item means focus only on the meaning employ in the recital. ) Analyse hold and label the parts (using terminology) * body structure statement/negative/question forms (if applicable) make sure its profit which course jakes be substituted and which argon come out in c been. * Vocabulary label the item e. g. adjective, phrasal verb and so on irregular past forms, viridity collocations, etcetera * Functional Language show which parts are set in stone and which parts enkindle be changed e. g.? Would you judgment + verb+ing (present participle) + wipeout? c) High promiscuous tombstone pronunciation features. Use phonemic script where social occasionful. * word or sentence stress, * weak forms, modulation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems think about what problems students business leader take hold with the features you listed supra. a) What aspects of the meaning tycoon be difficult for students to grasp? Are there different linguistic communication/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to character the item? c) What problems might sts get with grouchy sounds, word stress or other pronunciation issues? Use your roughhewn sense as puff up as reference sources. ) Imagine your students are non familiar with each language item. set forth a consideration that would help convey its meaning so that you could elicit the fag statement. f) estate how you would check students understanding of the language item. Write the concept questions you would ask and tender the answers. If a timeline is appropriate, you should in kindred manner implicate this. You great deal include other ship canal of checking too, if you wish. g) State which reference book(s) or other source(s) you utilise to obtain the above information. - Choose ONE example from each pair.The target language has been underlined. - 1. - Im meeting Dave for lunch on Sunday. (elementary) 2. - If I get the job, Ill engage a new car. (elementary) - 3. - He shouldnt have insulted the police officer (upper-intermediate) 4. -She might have left already. (upper-intermediate) - 5. - He takes later on his mother. (pre-intermediate) 6. - She is very excitable to criticism. (pre-intermediate) - 7. -How about watching a movie on Friday? (elementary) 8. - Do you foreland if I open the window? (elementary) - 9. - I would like to try the tropical fruit/fruits on the island. 10. - You unavoidableness teens to have committed academic lives? puff real WORKED poser VOCABULARY Target statement earth-closets fasten oned $200 from Holly. Intermediate) Analysis d) expect Problems a) Meaningto receive and implement something that belongs to someone else, and guarantee to break dance it back to them later * Sts use lend instead of borrow b) contour line * to borrow (transitive verb regular) * borrowed past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something * Sts use incorrect preposition i. e. to borrow sthg to so. c) Pronunciation * stress on 1st syllable borrow /b? r / * silent w at end * past simple & particle ed is pronounced /d/ * preposition from is weak e. g . /fr? / * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress flash syllable e) Providing a context/ conveyance meaning Tell story about my helper John who is forever short of money but who al miens wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didnt have the money so he asked if Holly, his girlfriend, would give him $200. He promised to assume 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 recorder.Is the money a present from Holly? No Will she get her money back? Yes, hope broady g) References Macmillan English vocabulary, Macmillan Publishers Ltd. 2003 Practical English Usage, Michael meander (OUP, 1980) WORKED EXAMPLE STRUCTURE Target statement I use to do coiffe regularly. (intermediate) Analysis d) Anticpated problems a) MeaningTo separate what was true or what fadeed regularly in the past, in particular when you want to emphasize that this is not true or does not happen now. * Sts might think it refers to present habits, perhaps due to confusion with be + use to + verb+ing. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible 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 second verb, (I used to did perform ) * Sts may forget 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 norm onlyy fall on used and 2nd verb i. e. I used to do exercise regularly * weak form of to sed /t? / * connected speech used to /just? / * Ss might think /juzd tu/ i. e. stress /d/ in used Ss might no t use weak form of to /tu/ instead of /t? / e) Providing a context/ transport meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped spill to the gym when I was about 25. Im now 30 and I hold outt do much exercise at all. So, I (try to elicit the target phrase) used to do exercise regularly. f) Checking understand Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but dont do now? g) Reference Practical English Usage, Michael Swan (OUP, 1980) Macmillan English Dictionary, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE FUNCTIONAL LANGUAGE Target statement Would you mind getting me a cheese sandwich? (intermediate) Analysis d) Anticipated Problems a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in blood between the speakers. * Answer Yes = no and no = yes. * Sts might not recognize there are other less complex ship canal to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal race 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 * Rising 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 context/conveying meaning Jane has just let brush uped working for a new comp each. One of her new colleagues is going out to th e local supermarket and asks her if she wants her to get her something for lunch. Jane is authentically hungry 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 asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a .? g) Reference Practical English Usage, Michael Swan (OUP, 1980) Macmillan English Dictionary, Macmillan Publishers Ltd. 2003 Written assigning 1 Language related lines Length betwixt 800 and 1000 talking to - Name meshing - Please submit this meridian sheet with your appellation Pass(first draft) Pass(second draft) FailAssignment 1 Language related problems If necessary, disport feed back by bring in reverse side for resubmission details. - Assignment criteria - For this appointee, candidates can demonstrate th eir cultivation by a. - Analysing language correctly for direction purposes. b. - Correctly using terminology relating to form, meaning and phonology when analysing language. c. -Accessing reference reals and referencing information they have takeed about language to an appropriate source. d. - apply compose language that is elucidate, accurate and appropriate to the caper. - Reference CELTA Syllabus and judging Guidelines What are we looking for? An date that shows an force to You Overall a. illuminate 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. Provide 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 acknowledge these sources. exc essively the assignment Is complete, i. e. answers all instalments, and adheres to the word limit. Uses language which is clear and coherent, and essentially cede of mistakes in spelling, punctuation mark mark and grammar. Is presented clearly. Overall Comments 1st passenger vehicles touchDate - 2nd Tutors cutaneous sensesDate - mountain This is my 1st submission. This is my 2nd submission. Written Assignment 2 Focus on the learner Submit __/__/____ Length among 800 and 1000 words Aim To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. toil Prepare a case study of your TP group. Your report should include (250-300 words) . Information about the students earths (approximate ages, nationalities, reasons for reading English, previous English learning work through) b. The students learning styles (what they like/ nauseate in lessons, the things they find easy/difficul t, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or getup in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) - 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, carve ups, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students grammar, 1 in pronunciation and 1 in vocabulary, providing at least(prenominal) one example to support your observation. State why you think the students make this error and what the correct form should be. (250300 words) Point e can be put into boxes and bullet points can be used.Remember to include limited examples. Grammatical Weaknesses Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason In German, the verb is usually the second idea in the sentence and students have transferred this reign over to English. f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified * 1 exercise/ lying-in focusing on grammatical areas of weakness AND * 1 exercise/ lying-in on phonological areas of weakness OR 1 exercise/ project on the lexical weakness. For EACH legal action ) state the aim of the exertion (i. e. by the end of this task, students should be better able to accurately use/discriminate between ) 2) state briefly why you think the exercise would be suitable 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. , operation no. ) and attach a referenced a copy of the bodily process Collecting your d ata You will want to interview them so that you can note 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 spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and sense of hearing to do. You can further make use of the time before lessons start or during the breaks to chit-chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally 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 ecumenicisations on the basis of 2 or 3 students. Suggesting specific language focused activities There are an abundance of activities in different books and on the publishers websites too. bandage photocopies of the relevant exercises that you would recommend. Dont forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. - The students as people and as language learners. -These questions could be asked in an interview or informal chat 1. - How long has s/he been learning English? 2. - Does s/he like learning English? 3. - What is her/his mother tongue? Is English second/third language? 4. - Does s/he have any experience of learning another language? 5. - Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. - What does the learner do for a living? 7. - Is this their first English learning experience? sustain they learnt English before? Where? How long? 8. - In their previous learning experience, what kinds of methods were used? 9. - What did they enjoy/not like about their previous learning? 10. - What do they like doing in class? 11. Which areas of their English do they feel they need work on? 12. - What do they find easy/difficult to do in class? - - These questions can be focussed on during TP 1. - What kinds of activities do they seem to prefer? 2. - Are there any activities they seem to dislike? 3. -How do they react to working with others in class? 4. - Do they tote up to pair/group work? 5. - Who are the stronger/weaker members of the group? 6. - Note d accept examples of good language used. 7. - Which topics do they seem to enjoy/not like talking about? 8. - 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. - succeed the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they use up 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. affirm e. g. Some are interested in Three students want to learn EnglishThe main reason for learning English is Written Assignment 2 Focus on the learner Submit __/__/____ Length Between 800 and 1000 words - NameDate Please submit this summit sheet with your assignment Pass(first draft) Pass(second draft) Fail Assignment 2Focus on the learner If necessary, please resubmit by - Assignment Criteria - For this assignment, candidates can demonstrate their learning by - ) Showing awareness of how learners backgrounds, previous learning experience and learning styles happen upon learning. - b) Identifying the learners language/skills needs. - c) Correctly using terminology relating to the description of language systems and language skills - d) Selecting appropriate material and/or resources to aid the learners language increment. - e) Providing a precept for using specific activities with learners. f) Finding, selecting and referencing information from one or more sources - g) employ written language that is clear, accurate and appropriate to task. - Reference CELTA Syllabus and sagacity Guidelines What are we looking for? An assignment that You Tutors 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 classroom behaviour. Summarises students strengths Identifies and gives specific examples of weaknesses in learners grammatical abilities. confident(p) error rationale. Identifies and gives specific examples of weaknesses in learners phonological abilities. Plus error rationale. Identifies and gives specific examples of weaknesses in the learners lexical use. Plus error rationale. Selects an appropriate occupation to develop learners grammatical weakness. Selects an appropriate activity to develop learners phonological OR lexic al weakness. States aim of each activity and provides rationale for choice based on learner profile. Also 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 unblock of mistakes in spelling, punctuation and grammar. - Overall Comment- - - - 1st Tutors signatureDate - 2nd Tutors signatureDate - Circle This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3 Skills Related Task Submit __/__/____ Length Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare 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 impose/higher level students. b) Identifiy b arriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a revue task that includes SPEAKING or WRITING. i) Devise a freer productive (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 respective keys) must be include as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but kinda an informed description (What will be done, How and Why) of your choices in terms 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 - NameDate Please submit this administer sheet with your assignment Pass(first draft) Pass(second draft) Fail Assignment 3Skills assignment If necessary, please resubmit bySee reverse for resubmission details. - Assignment Criteria - For this assignment, candidates can demonstrate their learning by a. - Correctly using terminology that relates to language skills and sub-skills. b. -Relating task approach pattern to language skills practice. c. - Finding, selecting and referencing information from one or more sources d. - Using written language that is clear, accurate and appropriate to task. - 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 boilersuit aim of speaking OR writing task clearly. Also 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. Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. Is written in continuous prose (where appropriate) Includes references to background reading. Overall Comments - 1st Tutors signatureDate - 2nd Tutors signatureDate - 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 study 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 weaknesses (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 Discuss what you have gained from observing experienced teachers (including delineation 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 - NameDate - Please submit this cover sheet with your assignment Pass(first draft) Pass(second draft) Fail Assignment 4Lessons from the classroom If necessary, please resubmit bySee reverse side for resubmission details. - Assignment Criter ia - For this assignment, candidates can demonstrate their learning by a. - Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. - Identifying which ELT areas of knowledge and skills they need further development in. c. -Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. - Using written language that is clear, accurate and appropriate to the task. - 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. Prov ides concrete ways to address 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