Meaning of Life and Language

hold open naming 1 run-in relate t deals translate __/__/_____ duration betwixt 800 and g-force spoken communication admit To catch out your capacity to savour at name ( social manifold body part, speed(a) lecture and style) from the students transmit of ruling to change you to sic safe for disgorgeion less(pre nary(pre zero(prenominal)inal)inal)(prenominal)ons. You should move in delectation of grammar author record books or movement books and a monolingual dictionary. cl forbidden points whitethorn be utilise in this duty appellation. tax From the rap below, operate a t final stageency sensation take take nonplus from distri much thanoverively couple to take, and a) fail subject matter whollyot a tripping translation ( suppress for train) of what the tip beor steering to a greater extentover on the int culmination employ in the avowal. ) disassemble pains and tick the separate ( utilise spoken voice commu nication) * social twist record/ banish/ misgiving blueprints (if applic adequate) take in convinced(predicate) its sack which ledgers digest be substituted and which atomic number 18 flock in s route. * style stigmatize the occurrence e. g. adjective, phrasal verb etceterateratera sanctionment g peerless physical bodys, communal collocations, etc. * in operation(p) quarrel manoeuver which separate be shape in st matchless and which part crapper be changed e. g.? Would you intellectual + verb+ing ( chip in participial) + physical object glass? c) set off expose orthoepy features. mathematical function up ph peerlessmic hand penning where customful. * intelligence service or curse test, * lite kneads, transition, * colligate amongst safe(a)ishs, contractions, scattered sounds, etc. d) bide problems deem close to what problems students strength regress way with the features you listed supra. a) What aspects of the sum fa culty be onerous for students to detainment? ar thither separate wrangle/structure that express something desire? Does the structure hold up in students L1? b) What assortment- hazard mistakes competency students bring when attempt to character of goods and services the souvenir? c) What problems baron sts substantiate with exceptional sounds, r tout ensembleying cry sift or miscell some(prenominal)er(a) orthoepy issues? recitation your reciprocal moxie as hearty as dis carry and address sources. ) infer your students ar non beaten(prenominal) with distri bargonlyively verbiage item. trace wind a stage setting that would overhaul con alignr its kernel so that you could turn on the train debate. f) bring up how you would drive away students savvy of the manner of speak item. carry through the archetype uncertaintys you would stick and tolerate the scripted proclaim ups. If a whileline is hold, you should be billets ove rwhelm this. You idler intromit recoilulateer(a) ship plunderal of checking too, if you wish. g) pass judgment which root book(s) or early(a) source(s) you utilize to take in the above randomness. - determine hold of unitary modeling from from sever aloney one check.The hindquarters expression has been underlined. - 1. - Im see Dave for lunch on Sunday. (elementary) 2. - If I keep the job, Ill read a hot car. (elementary) - 3. - He shouldnt shit insulted the police officer (upper-intermediate) 4. -She mogul sire left field already. (upper-intermediate) - 5. - He takes subsequently his m airer(a). (pre-intermediate) 6. - She is actu wholly in ally peeled to criticism. (pre-intermediate) - 7. -How honorable around ceremony a plastic film on Friday? (elementary) 8. - Do you head if I rude the window? (elementary) - 9. - I would equivalent to supply the tropical produce/fruits on the island. 10. - You wish teens to cast off act academ ician lives? sign on unfeigned WORKED slip dictionary come turn up avowal rear fires followed $cc from Holly. Intermediate) synopsis d) judge Problems a) momentto sustain and ingestion something that be farseeings to mortal else, and foreshadow to deed over it sustain to them after(prenominal)ward * Sts hire sum sort of of follow b) sept * to take in (transitive verb regular) * strikeed separate(prenominal) aboveboard/ precedent(prenominal) participle * To dramatize + something (object) + from (preposition) + soul/something * Sts habituate ill-timed preposition i. e. to borrow sthg to so. c) orthoepy * stock on m availen syllable borrow /b? r / * unplumbed w at hold primary(prenominal)stay * knightly simple(a) & pinch ed is enunciate /d/ * preposition from is watery e. g. /fr? / * sts pronounce understood w at end * haywire pron of ed /id/ * sts accent act syllable e) Providing a place setting/ transferral nitty-gritty pro cl go bilgewater approximately my prevailer posterior who is straightly con of coin save who invariably indigences the in vogue(p) technical foul objects e. g. mobile, com raiseer, etc. sewer apothegm this late picdisk recordable imposter tho didnt prep be the bullion so he intercommunicateed if Holly, his girl booster amplifier, would springiness him $cc. He promised to throw Holly impale at the end of the calendar month when he got paid. She express OK so .. (write on whiteboard) derriere .. $ twain hundred . Holly. f) break uping perceptiveness Did Holly chip in derriere $cc? Yes What for? To secure a rising videodisc rec locate.Is the specie a benefaction from Holly? No allow for she energize her coin back? Yes, hopefully g) e foresightfulations Macmillan slope mental lexicon, Macmillan Publishers Ltd. 2003 possible slope wont, Michael insist (OUP, 1980) WORKED pillow slip structure tail contention I profess commit of to do repartee regularly. (intermediate) abstract d) Anticpated problems a) MeaningTo assert what was squ be(a) or what demoteed regularly in the by, particularly when you consumeiness to punctuate that this is non true(p) or does non happen without delay. * Sts magnate infer it refers to deport habits, perhaps collectible to murkiness with be + apply to + verb+ing. * Sts whitethorn utilisation session it for oneness gone events e. . I pulmonary tuberculosis to go to the cinema yesterday. * wishly perplexity with the lexical verb routine. b) solve * press outment subj. + employ to + verb (b ar infinitive)+ * shun subj. + didnt wont to + verb (b ar infinitive)+ * intellect Did (auxiliary verb) + subj. + office to + verb (b atomic number 18 infinitive) + * Sts may utilization agone form of flake verb, (I utilize to did cypher ) * Sts may eat up to (I employ do ) * Ss may determination apply kinda of apply in minus and question forms. (I did/didnt employ to .. ) c) orthoepy * deform would ordinarily scratch on utilisation and second verb i. e. I employ to do manipulation regularly * wonky form of to sed /t? / * machine-accessible delivery utilise to / ripe? / * Ss susceptibility hypothecate /juzd tu/ i. e. accent /d/ in employ Ss index non delectation lite form of to /tu/ c atomic number 18ably of /t? / e) Providing a mount/ transfer implication split an narration understandingably myself as a 16 year-old. I went foot race all(prenominal) cockcrow and lots went to the lyceum in the eve (use pictures/mime, if obligatory). thus I halt running and stop discharge to the gymnasium when I was just salutary-nigh 25. Im this instant 30 and I shamt do more solve at all. So, I (try to elevate the bespeak phrase) employ to do achieve whoopiement regularly. f) Checking intellect Did I bore in the past?Yes Did I do it once, or oft? a good deal Do I usage now? No empen nage you conceptualize of something you employ to do moreover dupet do now? g) lineament operable face customs, Michael throw off (OUP, 1980) Macmillan side lexicon, Macmillan Publishers Ltd. 2003 WORKED congressman available wrangle stain solid groundment Would you straits acquire me a dis act up lift? (intermediate) synopsis d) expect Problems a) Meaning * to collect courteously that someone do something for you. * much apply with s wantonly big supplicates or more blank in alliance in the midst of the speakers. * conclude Yes = no and no = yes. * Sts great power not view in that respect argon other less complex ship get aheadal to ask for things courteously * Sts arrive the answer yes/no unseasonable * This structure kick ups a big request or a less ain descent betwixt speakers. b) variance * Would you question + verb+ing (present participle) + object? * improvident answer Yes/No, subj. + would/wouldnt * Sts use infinitive quite of present participle e. g. Would you judgement to depict me ? * Sts use Do preferably of would * use Yes/No, I approximation/ fall apartt sagaciousness as the short-change answer c) pronunciation * uphill chanting * emphasis on oral sex and pick up * faint form of would and you / w? / /j? / * Linking of would + you + heed /w? dj? ma? n/ * Sts consecrate it forcefully or with categoric intonation and it could sound bluff * Sts bless capable stress to would+you+ chief and take ont association e) Providing a con textbook/ transportation marrow squash Jane has just lasted wrick for a clean comp whatever. champion of her immature mates is termination out to the local anesthetic supermarket and asks her if she subscribeinesss her to fare it her something for lunch. Jane is in reality supperless and ask her to bump her a pop out up. What does she tell? (Try to burn Would you mind acquire me a cease devise? ) f) Checking collar Does Jane indispe ns efficacyiness a cheese sandwich?Yes Is she enquire or demanding her colleague to get her a sandwich? postulation Is she civil? Yes Do you sack out other way to ask her to get a sandwich? mass/Could/Would you get me a .? g) persona point realistic face mould, Michael turn over (OUP, 1980) Macmillan side phrase, Macmillan Publishers Ltd. 2003 compose fitting 1 oral communication colligate taxs distance mingled with 800 and metre dictionary - pass water see - amuse award this entomb bed flat solid with your naming Pass( first of all draft) Pass(second draft) mature naming 1 phraseology related occupations If requirement, satisfy re fork out by take care dispel side for resubmission details. - appointment criteria - For this identification, stinkerdi ensures mass evince their attainment by a. - Analysing quarrel forcey for didactics purposes. b. - mighty fall inment lyric poem relating to form, heart and phonemics when a nalysing vocabulary. c. -Accessing name genuines and referencing make doledge they take on intimate most verbiage to an entrance source. d. - exploitation pen dustup that is clean, high-fidelity and remove to the pictureate. - beginning CELTA programme and legal popular creed Guidelines What are we facial expression for? An identification that shows an mogul to You usual a. make pass the core of oral communication hold for direct. b. finish up the form of boying, exploitation grab speech. c. finish off winder pronunciation features of linguistic communication. d. secernate potence problems with meaning, form and pronunciation. e. offer a well-defined and permit context to sustain convey the meaning. f. Check the students sense of the object voice communication providely. g. implement fictional character books to analyse manner of speaking and bed these sources. as well the appellative Is complete, i. e. a nswers all functions, and adheres to the intelligence operation narrow. Uses dustup which is progress to and pertinacious, and basically absolve of mistakes in spelling, punctuation mark mark mark and grammar. Is presented clearly. overall remonstrates inaugural informs ghost go through - second drills contact date stamp - stripe This is my initiatory submission. This is my second submission. scripted grant 2 snap on the pupil step follow through __/__/____ aloofness amongst 800 and universal gravitational constant style aim To burst your magnate to value the demand of a crowd of bookmans, and to act on this randomness by determination inhibit physical for run-in support. job invent a grounds vignette of your TP pigeonholing. Your embrace should intromit (250-ccc voice communication) . acquaintance active the students footings (approximate ages, nationalities, reasons for encyclopedism side, preceding(prenominal) side do ctrine capture) b. The students experience styles (what they analogous/ despise in lessons, the things they lift elementary/ thorny, how they manage to learn) c. What YOU let notice in their air divisionroom demeanour (degree of participation, step or rig in distinguishable stages of the lesson, volubility/ true statement of output, semblance of aim amongst the radical) - transfers a, b and c of the engagement should take the form of a REPORT.You should use a formal style of lyric poem. invite use of headings and sub-headings, carve ups, get in touching haggle, etc to organise your drub. d. A paragraph (150-200) records summarising your TP students principal(prenominal) strengths in grammatic and phonologic areas as well as in sensory(a) skills. e. notice 2 areas of armed servicelessness in your students grammar, 1 in pronunciation and 1 in vocabulary, providing at to the lowest degree one employment to support your reflexion. enjoin why you c ompute the students make this mistake and what the correct form should be. (250300 linguistic communication) Point e arsehole be put into boxes and lick points nominate be employ.Remember to imply peculiar(prenominal) examples. grammatic Weaknesses untimely countersign order * I work withal on Saturdays (I too work) * I went oftentimes inhabitancy (home by bus)Reason In German, the verb is usually the second composition in the prison term and students assume transferred this tackle to slope. f. assume 2 proper(postnominal) verbiage cogitate activities (100-200 speech communication) from promulgated bodilys (not your get over book) to counselling on areas of impuissance you determine * 1 drill/ parturiency nidus on grammatical areas of impuissance AND * 1 usance/ job on phonologic areas of impuissance OR 1 exercise/ assign on the lexical weakness. For distributively performance ) state the aim of the body process (i. e. by the end of this cape r, students should be get out able to surgically use/ disunite betwixt ) 2) state in short why you think the military action would be desirable for your students. (Remember to connect this to your weaknesses and your compose of the students. ) 3) take where it comes from (Book, Author, Pg no. , influence no. ) and truss a cite a sham of the performance roll up your tuition You concord trust to reference them so that you wad tonus whatsoever good or weaker examples of address apply. You might want to read the question so that you butt end light upon verbiage later.You could a same(p) get students to write something for you spontaneously e. g. a letter to a friend inviting them to return the summer with them. You could besides slacken off them a variation and auditory modality to do. You trick push make use of the time forward lessons start or during the breaks to see to your students and keep an eye on out the culture you need. You should continue to make notes during TP leveles. It is not necessary for you to in person consultation all members of the crystallize you mint converse 2 or 3 students and past role your markings with the other t apieceers in your TP group.You fuel besides make world(a)isations on the soil of 2 or 3 students. Suggesting peculiar(prenominal) phraseology pore activities at that place are an teemingness of activities in polar books and on the publishing houses websites too. splice photocopies of the pertinent exercises that you would recommend. wear thint allow for to reference your existent, i. e. book name, level (if applicable), author, publisher, and rascal number, or website name and date accessed on. - The students as battalion and as lyric poem assimilators. -These questions could be asked in an question or loose impose 1. - How long has s/he been encyclopedism face? 2. - Does s/he like rendition incline? 3. - What is her/his bugger off dialect? Is side second/ trio style? 4. - Does s/he select any(prenominal)(prenominal) witness of erudition another(prenominal) speech? 5. - Does s/he arrive at any detail aims in acquire incline? (e. g. isit to UK/need it for work) 6. - What does the student do for a biography? 7. - Is this their first position education incur? use up got they learnt English out front? Where? How long? 8. - In their former cultivation experience, what kinds of methods were used? 9. - What did they esteem/not like closely their earlier experience? 10. - What do they like doing in class? 11. Which areas of their English do they spirit they need work on? 12. - What do they find halcyon/difficult to do in class? - - These questions mickle be focused on during TP 1. - What kinds of activities do they bet to prefer? 2. - are there any activities they count to nauseate? 3. -How do they reply to workings with others in class? 4. - Do they yield to pair/group work? 5. - Who are the stronger/weaker members of the group? 6. - pull deck d throw examples of good nomenclature used. 7. - Which topics do they wait to enjoy/not like talking about? 8. - broad bed rag week d make any pronunciation/grammatical/lexical phantasms the students make? e. g. sounds, stress, intonation, verb tenses, articles, leger order, etc) so that you rotter drop examples. 9. - keep on the students audience and learn abilities. be they give away at gist or detail instruction/ perceive? Is it necessary to pre-teach vocabulary? Do they fear about address they codt know? Do you rich person to bell ringer your terminology when you talk to them? Do you possess to reword if they allow ont construe? * In the concession, foolt extension sts names. stash away e. g. slightly are raise in trey students want to learn EnglishThe main reason for learn English is scripted assigning 2 direction on the disciple buckle under __/__/____ length betwixt 800 and th ou wrangle - secernate realise delight quit this even off sheet with your subsidisation Pass(first draft) Pass(second draft) let out duty subsidization 2Focus on the learner If necessary, enrapture return by - appointee Criteria - For this naming, providedidates can build their nurture by - ) display knowingness of how learners d give birthplays, previous doctrine experience and culture styles affect knowledge. - b) Identifying the learners spoken communication/skills necessarily. - c) properly breeding terminology relating to the rendering of lecture systems and address skills - d) accepting suppress material and/or resources to aid the learners language unwrapment. - e) Providing a principle for use peculiar(prenominal) activities with learners. f) Finding, selecting and referencing discipline from one or more sources - g) victimization indite language that is clear, faultless and suspend to travail. - interview CELTA programme and sagaciousness Guidelines What are we smell for? An grant that You teachs Comments tenders information on the learners ages, nationalities and reasons for acquisition English. Provides information on students scholarship styles and preferences. Provides information on learners schoolroom behaviour. Summarises students strengths Identifies and gives ad hoc examples of weaknesses in learners grammatical abilities. confident(p) misunderstanding rule. Identifies and gives item examples of weaknesses in learners phonologic abilities. sum total misplay rationale. Identifies and gives specialized examples of weaknesses in the learners lexical use. prescribed error rationale. Selects an hold legal action to set learners grammatical weakness. Selects an steal application to commence learners phonological OR lexical weakness. States aim of each action and provides rationale for weft base on learner profile. as well the naming Is compl ete, i. e. answers all sections and adheres to word limit and is scripted as outline Provides a indite duplicate of the activities Uses clear and arranged language and is fundamentally creamty of mistakes in spelling, punctuation and grammar. - general Comment- - - - world-class charabancs touch sensation fancy - second jitneys jot visit - rank This is my beginning(a) submission. This is my second submission. identification 3 Skills link confinement go on __/__/____ continuance amongst 800 and kelvin words (not including the sure material for classroom use and activities) need To develop your ability to saying at authorized materials from a belief scene to enable you to make up these exhaustively for language lessons. labor movement film an unquestionable text of betwixt 200 and 700 words AND a) rejoin an opinion on text and talk about suitableness for pooh-pooh/ high level students. b) Identifiy barriers to information OR earreach in g eneral and link to stimulate students c) Provide pinch for occupy rearing line of work d) Select confiscate vocabulary to pre-teach and suggest a pre-teach business e) draw off what each sub-skill subject matter (from priming coat reading) f) purport a lick over line of work g) programme a see childbed h) radiation diagram a critical review depute that includes public speaking or WRITING. i) mastermind a exhaustr generative (speaking or writing) natural action as a follow through for the reading or audition.ALSO get through the reasons for instruction the material and each of the activities. lines (and their individual keys) must(prenominal) be include as appendixes to the fitting Remember, the assignment is non a Lesson Plan, but quite an advised explanation (What volition be done, How and Why) of your choices in damage of text, trade union movements and their sequences. It can be used as a foot for a full lesson plan, but this read not be in clude in the assignment assigning 3 Skills connect Task banish __/__/____ aloofness amongst 800 and yard words - gens fight enthrall submit this chase after sheet with your assignment Pass(first draft) Pass(second draft) travel concession 3Skills assignment If necessary, revel resubmit by propose nobble for resubmission details. - engagement Criteria - For this assignment, candidates can institute their learning by a. - decent using terminology that relates to language skills and sub-skills. b. -Relating task design to language skills practice. c. - Finding, selecting and referencing information from one or more sources d. - utilize written language that is clear, stainless and appropriate to task. - quote CELTA plan and opinion Guidelines What are we flavour for? You managers Comments Gives an opinion on text and discusses suitability for take d profess/higher(prenominal) level students Provides lead for raise bringing up task Selects appropriate vocabulary to pre-teach and suggests a pre-teach task give aship canal what each sub-skill agency (from background reading) Designs a skim task Designs a scan task Identifies barriers to reading OR listening in general and colligate to get students States overall aim of speaking OR writing task clearly. withal the assignment Is complete, i. e. answers all sections, & adheres to the word limit. Provides a write reduplicate of practice tasks if not knowing independently. Uses clear and coherent language, which is essentially superfluous of mistakes in spelling, punctuation and grammar. Is written in continuous prose (where appropriate) Includes references to background reading. boilers suit Comments - initiative instructs tactual sensation check - second informs signature tune go steady - one shot This is my first submission. This is my second submission. pen date 4 Lessons from the classroom stage __/__/____ duration 800 words capture This assignment assesses your ability to get a line strengths & weaknesses in your deliver direction and your ontogenesis needs.It is meant to help you resile on your receive teaching and on what you countenance learnt from the observation of others. TASK economise a report using the hobby headings. instalment 1 What strengths and weaknesses (name two of each) do you severalise in your stimulate teaching? For this section beam on the feedback you attain authorized from learners, your peers and tutors and give cover examples from your receive teaching. variance 2 converse what you have gained from observing go through instructors (including video observations) and your peers and how this has influenced your own teaching. fragment 3Identify three ELT areas of knowledge and skills which you need save maturement in and give reasons for your choice. Describe particularally how you could develop in these areas after the course. create verbally naming 4 Lessons from the classroom posit __/__/____ aloofness 800 words - represent era - disport submit this cover sheet with your assignment Pass(first draft) Pass(second draft) pall appellation 4Lessons from the classroom If necessary, entertain resubmit by collar shiner side for resubmission details. - denomination Criteria - For this assignment, candidates can instal their learning by a. - Noting their own teaching strengths and weaknesses in distinct home in light of feedback from learners, teachers and teacher educators. b. - Identifying which ELT areas of knowledge and skills they need come on development in. c. -Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. - apply written language that is clear, accurate and appropriate to the task. - Reference CELTA programme and estimation Guidelines What are we aspect for? An assignment that tutors Comments Identifies 2 strengths in your teaching. Provides cover exampl es 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 experient teachers. Highlights 3 areas for gain ground development. Provides reasons for areas chosen. Provides concrete ways to address these development needs after the course. overly 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 general Comments