Celta Pre- Assessment Task

Celta Pre- Assessment Task
PRE–INTERVIEW LANGUAGE AWARENESS TASK
A.STRUCTURES
1. Give an example of each of the following tenses (1 sentence each)
Present simple
The earth orbits the sun.
Present continuous
I am preparing my exam.
Past simple
Underground staff went on strike last Monday.
Past continuous
I was reading while he was watching television.
Present perfect simple
I have completed my dissertation successfully.
Present perfect continuous
I have been working at the school since 2008.
Present simple passive
Health and Safety rules are created by the Department of Health.
2.These sentences contain common errors. Correct them and say what rules are broken
I am liking that picture: I like that picture– this should be present simple. ... Show more content on Helpwriting.net ...
Lisa might have told John – Lisa might have told someone else
APPROACHES TO TEACHING ANDLEARNING

Think of two different learning experiences in your life, one successful and one unsuccessful. State the main reasons for the difference.
Successful experience: This teacher was well organised and lesson was planned well, she was very interactive and was always kept us on our toes
and gave many opportunities to practice. There was a lot of repetition so we learnt the topic well, tasks kept changing so we didn't get bored and we
were always provided with positive feedback. The teacher was always there to give extra support when we needed it.
Unsuccessful experience: Teacher was unable to make us connect with subject, very strict and unfriendly, unprepared, no opportunities for class
discussion and poor
... Get more on HelpWriting.net ...

Celta Assignment
Assignment One
Focus on the Learner
Submission date: July 16, 2013
Word count: 875 words
Learner profile
In order to complete this assignment I decided to observe one of the students from the elementary group. Her name is Diana. She is 21 years old.
Her background is as follows: * Diana's first language is Kazakh, but you can say that Russian is her first language as well, since at home she uses the
first one, and for education – the second. She is fluent in both languages. * Diana still has one more year of university to go, she studies history and
plans to continue her education with MA program. * Diana comes from a big family; she has 1 older brother and lots of male cousins. She is an active
member of student ... Show more content on Helpwriting.net ...
Learner's strengths and weaknesses.
The student's main strength is that she is not afraid of speaking and making mistakes. Being an elementary level student, she makes regular mistakes
corresponding both to the level and to being a Russian language speaker (Learner English, Swan, M and Smith, M CUP).
Language
Firstly, Diana does not use the verb be in the sentences, where it is appropriate ("My specialty at university history").
Secondly, she attempts to use the past simple tense, but cannot form it properly ("I was study").
Thirdly, Diana has problems with plurals, she forgets to use the –s ending – "I was study in two school and it was..."
Fourthly, she struggles with some vocabulary, namely she does not make difference between the verb live and the noun life ("... we dicided who is
who and what to do in live).
Skills
Diana tries to use new words immediately, but sometimes is unable to produce them correctly. During the observed lessons she could not say couple of
words correctly, namely, she pronounced fear as /fju/, and lawyer as /'lЙ’uvЙ™/.
She tends to use contraction "wanna" every time she says want, even when there is no to after it, e.g. "I wanna sister" instead of saying "I want a sister".
She confuses introductory words, for instance when she explained to me what she likes about university better than about school, she used question
word "What about" instead of simply "About".
And the last, since none of her first languages

Cambridge Tesol Celta Lessons from the Classroom
Cambridge TESOL CELTA08/07/2013
Assignment 2.4: Lessons from the classroom
Part One: Evaluation of my teaching practice:
I am compiling this self–evaluation report after my third teaching practice in the classroom. My teaching time lasted 40 minutes each time, and my class
size varied between 15 and 16 students (ss) at a time. Classes comprised a good mixture of foreign ss, representing various European and
non–European nationalities and cultures.
The feedback I received on all TP sessions emphasised on my confidence in delivering the teaching practices which was good and encouraging. The
other positive element of delivering the lesson that came out of the feedback was my interaction and engagement with the students ... Show more
content on Helpwriting.net ...
I personally feel that one has to keep talking to maintain ss interest in the lesson. Otherwise the ss may get bored. I do realise now that this is not
the case. I do also realise that by seeking feedback from the ss, it will keep them focused and engaged. So, this is something I must work on, and
should reduce my TTT as advised by peers but mainly by my tutor. I believe the message here for me is...Get the ss involved, because they are eager
to contribute. Hopefully, in my upcoming TP session I will try to get my audience talking telling their feedback.
Anticipated problems:
This is an ongoing issue. I know I can never anticipate enough nor all the problems which may arise during the lesson delivery. I think this issue will
be ongoing for one's teaching life. I suppose the only way around it will be a parallel ongoing anticipation process of all problems/surprises which ss
may throw at me as a teacher. Not only one has to predict the odd vocabulary or grammar questions that ss may ask, but also, depending on the subject
of the day, the teacher has to research his text/subject thoroughly before hand.
The teacher has to cater for all circumstances or phases that ss may be going through, so be alert and pay attention to details are the two elements of
mental state required in order to predict problems effectively and efficiently. In other words, one has to

Celta Assignment 2:Skills -Related Task
Cambridge CELTA
Written Assignment Two
Skills –related tasks
Word count: 1082
I acknowledge that this paper is my own work.
Trainee: Mileva Genadieva
Signature:
Date: 18.02.2013
Receptive skills:
According to J. Harmer in his book The Practice of English Language Teaching, "receptive skills are the ways in which people extract the meaning
from the discourse they see or hear". In the following text "Playing with your food" the main skill that is being practiced is reading and along with it
other sub–skills are being developed such as practicing new vocabulary, reading for gist in order for the students to understand the main idea.
Enhancement of receptive skills will increase the rate at ... Show more content on Helpwriting.net ...
Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.
2. Speaking activity:
The teacher asks the students to divide in groups and of 2 or 3 and elicits that each group is a musical orchestra that uses different materials for their

instruments, such as vegetables, old office materials, fruit or things they can find in nature. Each group will have to decide on its name, style of music,
instruments and activities. What kind of songs they have and some history that they can imagine. After this they will have about 5–6 minutes to
prepare and then they will have to introduce themselves to the rest of the class. Afterwards the class will vote which musical band might get in the
leading positions of the radio charts.
This activity will be useful to students as it encourages them to practice new vocabulary from the text, etc. biodegradable, environmentally–conscious,
and to interpret the new information in their own way and engage in a spoken dialogue.
Ex.1 Read text and answer the following questions:
1. What makes this orchestra different from others? (they make their own instruments from vegetables)
2. How is the orchestra called? (The Vienna Vegetable Orchestra)
3. What happens to the vegetables after a

Celta Pre-Course Task
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, large / smaller classes, day / evening classes. B – The learners' cultural, linguistic and educational
backgrounds Task 2 1. Teaching English to adults is an challenge in terms of establishing learning contexts, refining teaching... Show more content on
Helpwriting.net ...
Arrive Past form – Arrived Past participle form – Arrived Regular Task 15 1. Past progressive 2. Past modal 3. Present perfect 4. Present progressive
active 5. Present perfect 6. Present progressive Task 16 1. Present progressive 2. Past 3. Present 4. Past perfect progressive 5. Present perfect 6. Future
perfect 7. Past perfect 8. Present perfect progressive Task 17 1. Present 2. Future 3. Past 4. Present 5. Present Task 18 1. Auxiliary verb– Is 2. Lexical
Verb– –ing form Task 19 1. Future 2. Present 3. Past Task 20 1. The sentence is present progressive but refers only to the present fact about having
a brother and a sister with no progressive aspect to it. 2. The sentence is past progressive but refers to the fact that the speaker is eating the Ice cream
and liking it in present 3. The sentence is present progressive, but the questioner is asking about present opinion about the new job with no
progressive aspect to it. 4. The sentence is present progressive, but the speaker is referring to the fact of the sauce lacking salt in present time as
definite opinion, without any progressive aspect to it. B– Vocabulary Task 21– Word classes, meanings, phonology (stressed and unstressed factors),
derivations Task 22 1. The usage of the word 'highest' is not usually used when describing a person.

Assignment 4: Lessons From The Ceelta
Assignment 4: Lessons from the classroom.
In this assignment I have been asked to reflect in detail on my experience of the classroom during the CELTA course (both teaching and learning) for
self–assessment and professional development purposes.
Before the course I already had one–year experience as an English teacher, using my own teaching methodology, which was not efficient and lacked
in many essential stages and aims of my lessons. At the beginning of the CELTA course I realised that it was very intensive and it required my full
attention and concentration. But with the help and guidance of my tutors Dan Kirk and Susan McDowell, I was able to learn new teaching techniques
and develop some areas such as 'how to focus on the learner, language related tasks as well as language ... Show more content on Helpwriting.net ...
It took me a long fifty minutes to complete my main aims, however I didn't have enough time to do the freer activity, which was crucial as it provides
students the opportunity to practice speaking for accuracy. This was supported by Susan's feedback "time was running out so maybe the there is/ are
controlled practice could have been omitted to allow focus on freer activity".
In order to reduce my TTT, my plan is to stop echoing after students' answers and instead, respond by head gestures and facial expressions. During the
lesson I will also use elicitation instead of explanation because it's a type of guided discovery, which help learners understand, and have more successful
learning.
In regard to time management, my plan is to prioritise the lesson stages according to the aim of the lesson and make sure to do freer activities at least
Ten to Fifteen minutes before the end of the lesson. My second plan is to observe more experienced teachers and how they manage their time

Celta Case Study Assignment
Introduction
For this assignment I interviewed a Japanese student called Akiko. Akiko originates from North Tokyo and moved to England 3 and a half years ago
with her husband and her son.
Akiko has a very good level of education with a degree in Psychology which she obtained in Japan. She learnt English as a compulsory subject at
school and has been learning to speak English for the past 10 years. Akiko would eventually like to teach English to children in Japan. As well as
English, Akiko can also speak a little Mandarin.
Akiko does not speak a lot of English outside of the classroom as the majority of her friends are Japanese. Therefore, there is not a great urgency for
her to speak very much English. This may be the reason why Akiko ... Show more content on Helpwriting.net ...
I would say the words first and then ask them to repeat it. Once the student was comfortable with this, I would write a list of other R and L pairings
such as rake/lake, rump/lump, leaf/wreath etc on the board. I would conclude the activity by asking the student to read out the word I was pointing to
on the board.
2. Pronunciation: use of 'o'. Another pronunciation problem that Akiko has was the pronunciation of the correct 'o' form in some of her words such
as 'pardon' and 'both'. In both words she pronounced the letter 'o' as /Й’/. I would approach this issue similarly to how I approached the issue above. I
would first go through the various ways of pronouncing 'o' (/Й’, / КЊ/, / КЉ/, / Й”ЙЄ/, / uЛђ/, / Й™КЉ/, / aКЉ/, / Й™/, / i/) as a drilling exercise.
Using an example word for each phoneme, I would write a number next to each one on the board. I would then hand out a list of words using 'o' and
ask the student to write which corresponding phoneme is used (for example '1' if the correct phoneme was /Й’/ and '2' if the correct phoneme was
/КЊ/ etc.). Through doing this exercise, the student is becoming more aware of the various ways the letter 'o' is produced in the English language.
3. Use of prepositions. Learners of English often have problems with prepositions as there are so many of them in the English Language (Parrott,

CELTA Assignment
Name: Assignment: Focus on the Learner Word count: 1006 PART 1 The students attending the pre
–intermediate course are mostly Czech nationals
(except one Polish student) and are in their early thirties to sixties. They all have a good level of motivation and their reasons for learning English
include personal development, relocating to an English speaking country, obtaining a better job, travelling, teaching English at a higher level, and
communicating with native speakers or family members living abroad. Most of them have learnt the language at school and/or university for at least 4
years (often with long breaks) and were taught by teachers who used both Czech and English in the classroom. The lessons were... Show more content
on Helpwriting.net ...
Essential vocabulary must be clarified before the listening task. Because they are not exposed to spoken English outside the classroom very much
and have had little listening practice in their previous learning experience, they sometimes struggle with the different accents of English speakers
(natives who speak quickly are particularly difficult to understand). Skill 2: Speaking Speaking tasks work well with the group, especially if the topic
is something the students can relate to (like New Year's traditions, or their hobbies: travelling and holidays were particularly stimulating themes) and
have/are taught the necessary vocabulary. Free speaking tasks work best when preceded by guided practice. At times, the speaking tasks progress
slowly and students are hesitant to talk. They often stop to think about the accuracy of what they are going to say and always benefit from discussing
their ideas in pairs before engaging in the activity. This has to do with their previous English learning experiences, in which skills development was
neglected – they were not encouraged to share their ideas or develop fluency. PART 3 Activity 1: /v/ vs. /w/ Aim: To clarify and practice the
pronunciation of the sounds /v/ and /w/ in commonly encountered words. Rationale: Students have trouble pronouncing the sound /w/. Often they say
/vi:kend/ instead of /wi:kend/ or /ver/ instead of /wЙ™r/. The sound /w/ does not exist in their native language, so they use the closest

Essay Celta Cambridge Certificate
SUNILA
SOUTHGATE COLLEGE
CELTA COURSE
PRE– INTERVIEW TASK 1. In each of the following sentences underline the verb or verb and identify the form/ tense used.
a) We never go to the theatre these days.
Present Simple b) We are saving up to travel abroad
Present Perfect Continuous c) We have already been to Europe.
Past Perfect d) We didn't have enough money to go further.
Past Simple e) We had spent all our savings by the end of the summer.
Past Perfect f) We had been sleeping rough for several weeks when the weather turned colder.
Past Perfect Continuous g) This year I 've been awarded a travel scholarship
Present Perfect. h) We are going to travel for six months in Australia and I'm going to... Show more content on Helpwriting.net ...
I will instruct them to work in pairs and exchange the information with each other. I will also do board game with students asking students to write
their information on the board and the class guesses questions about the student. It's a great warming up activity for the students. At the same time it
gives confidence for the student to share their information with the whole class. If time allows I will do a mini class activity like True and False
statements. I will write five sentences about myself out of which two sentences are false, asking students to guess the right sentence. Then asking
students to do this activity in pair. All this fun activities will put students at ease with each other and open them forlearning.
b) Problems associated with teaching adult learners and right approach in teaching.
Teaching adult learner can be challenging especially if they come from very traditional background. Most of them will be coming to college after a
long break. Adults have problem centred approach to learning and have established values, beliefs and opinions. They may need help in acquiring
study skills and techniques and more time to grasp new concepts. Adult learners are also result oriented and come to college with specific results in
mind and can drop out easily if course does not lead to results. Most of them will be self–directed and will not be dependent on others for direction.

Celta Assignment- Lesson from the Classroom
We are almost half way through the CELTA course and it is admirable that all of us have had such a tremendous growth curve. Personally, I know I
have become much more confident about standing in front of a classroom full of students and talking about different aspects of English language. I
discovered the very first day that it was important to establish a good rapport with the students and be comfortable talking with them. I learned it was
also important to engage students in conversation rather than assume the role of a traditional teacher. When Guy commented on September 13, after
my first lesson, that I established a good rapport with the students and marked my performance on "building/maintaining a good rapport" above the
standard, ... Show more content on Helpwriting.net ...
Another area that I am very self–conscious of is my own oral and written language. I am not an English native speaker and I constantly think that I
may use inaccurate language when I am speaking in the class. As Guy has drawn my attention to this point in my stage one progress record on
September 22, I need to provide accurate and appropriate models of both oral and written language in the classroom. (270)
I must add that I have gained a lot by observing both

Celta Syllabus Assessment Essay
CELTA
Syllabus and Assessment Guidelines
Third Edition
CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
assessments in England) at level 5 on the Qualifications and Credit Framework.
University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Email: ESOLhelpdesk@CambridgeESOL.org
www.CambridgeESOL.org
EMC|2254|0Y12 © UCLES 2010
CAMBRIDGE ENGLISH: CELTA SYLLABUS
Contents
Introduction .................................................................................................................................................................................................................... ...
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The syllabus consists of five specific topic areas: Topic 1 Learners and teachers, and the teaching andlearning context Topic 2Language analysis and
awareness Topic 3 Language skills: reading, listening, speaking and writing Topic 4 Planning and resources for different teaching contexts Topic 5
Developing teaching skills and professionalism.
Assessment overview
CELTA is awarded to candidates who have completed the course and who have met the assessment criteria for all written and practical assignments.
The overall assessment aims for each topic are that candidates should be able to: 1. 2. 3. 4. 5. assess learner needs, and plan and teach lessons which
take account of learners' backgrounds, learning preferences and current needs demonstrate language knowledge and awareness and appropriate
teaching strategies demonstrate knowledge about language skills and how they may be acquired plan and prepare lessons designed to develop their

learners' overall language competence demonstrate an appropriate range of teaching skills at this level and show professional awareness and
responsibility.
Assessment framework
There are two components, Component One: Planning and teaching and Component Two: Classroom–related written assignments (of which there are
four in total). CELTA is internally assessed and externally moderated by a Cambridge ESOL approved assessor, who

Celta Focus on the Learner Essay
CELTA– Assignment 3
Learner Profile
I interviewed ******** an Iranian 31 year old female student in the Level I class. ****'s native language is Persian (Farsi). **** came to England
a year ago to join her Iranian husband who has been living and working in England for the past 5 years. At present they have no children. She has
only been attending class at college for a few weeks where she is also taking a class in mathematics in order to learn the correct English terminology.
**** is an enthusiastic and highly motivated student who arrives at class early and contributes throughout the lesson. Her main motivation for learning
English is that she wishes to go to University to study for a degree in mathematics. Currently in her ... Show more content on Helpwriting.net ...
As the original mistakes were made whilst speaking, I will then ask her again about her current life to see if she is now able to use the target
language correctly in freer practice. If necessary we will repeat the above steps.
References
1.Dolati, I & Seliman, S. (2011, September), An Investigation On Iranian Students' Weaknesses In Spoken English, Journal of Edupres, Pages 94–99.
Retrieved 28th October 2012, from http://eprints.utm.my/15930/1/JOE–1–2011–013.pdf
2.Aliakbari, M. & Toni, A. (2008, March), The Realization of Address Terms in Modern Persian inIran: A Sociolinguistic Study, Linguistik Online, Vol
35. Retrieved 28th October 2012, from http://www.linguistik–online.de/35_08/aliakbari.html
Attachment 1
I
You
We
Theylikechocolate livein Bromley workin London
He
She
Itlikeschocolate livesin Bromley worksin London negative sentences
I

You
We
Theydon'tlikechocolate livein Bromley workin London
He
She
Itdoesn'tlikechocolate livein Bromley workin London questions DoI we you they like chocolate? live in Bromley? work in London? Doeshe she it
Attachment 2
Exercise 1
Complete the sentences using the following verbs: cause(s) drinks(s) live(s)

Celta
Assignment 2 – Focus on the learner LEARNER'S PROFILE Sonia Meirelles is a 27–year old Brazilian student, in the Intermediate English class, who
has been studying English for 13 months (since August, 2011). Sonia has a degree in Biology and used to work as a biology teacher in a regular
school, however she is currently unemployed. She then decided to start taking English lessons, so she could have more chances when trying to find a
job. She enjoys the English classes as she believes it is not only about learning a language but also about learning a different culture. After observing the
student and applying questionnaires, I could determine Sonia has high visual and interpersonal intelligence. During classes, Sonia... Show more content
on Helpwriting.net ...
Whenever she receives an email from any of the teachers she usually replies it and asks questions related to what she could not understand (e.g.:
Teacher, what does Rgds mean?) Although she is very motivated, during the lessons she prefers to be nominated for activities. Whenever talking to the
teacher, she often asks for feedback and after making a mistake, she tries to say it again until she feels she understood it. Specific assessment of
learner's language – Strengths, weaknesses and Analysis of Students errors Grammar: Sonia is very confident when using both present simple (using
the auxiliary verb DO in interrogative sentences and DON'T in negative sentences, placing adverbs and conjugating the verbs with He, she and It
correctly) and past simple tenses (using the auxiliary verb DID in interrogative sentences and DIDN't in negative sentences –and the verbs in the base
form – and being aware of regular and irregular verbs). e.g.: When do you have holidays? What does regard mean? I usually go to the beach.
Jennifer... when she has holidays, she usually visits her parents. However, she still omitts articles in her speech (e.g: I don't have boss. / I'm
Biologist), and uses " have" instead of "There is" (e.g.: Have a Science Museum in the city.) , both mistakes are made due to L1 interference. In
Portuguese, as in the

English Language Teaching
In the contemporary world, English language has a comprehensive usage and regarded as a lingua franca that acts as a communication bridge between
the speakers who speak different native languages . However, it is quiet challenging to teach this language effectively especially to those who speak
English as a second or foreign language.
Therefore, the significance of English language learning and teaching cannot be denied. English language Teaching ELT comprise an immense sphere
that includes the acquisition, inculcation of language learning and the formation of the comprehensive teaching strategies of English language for the
non–native speakers. Likewise, for the competent outcomes of language learning and teaching; various approaches, theories and methods of teaching
English as a second language have been formulated. These theories, approaches and methods further aids in designing the course materials,
methodologies and teaching tools for teaching English to non–native speakers of English language. Subsequently, there has been great advancement in
the practices of English Language Teaching. Teacher training qualification certificate courses for... Show more content on Helpwriting.net ...
The strategies implemented in the CELTA technique of Meaning
– Pronunciation –Form cycle gives teacher the scope to inculcate and build word
power in English language learners the way as children learn their first language. It mimics the pattern of learner's mother tongue language learning,
known as L1 acquisition, in which a meaningful word is depicted and explained whether through visual example or through verbal context. Afterwards
it is pronounced and repeated in the manner of drill in which a child repeats after its parent until he grasps the word through trial and error. Later in
the elementary level the child is exposed to the word form and its

Celta Key
CAMBRIDGE CELTA COURSE 24 June– 19 July 2013 Dear Trainee, Welcome to British Side and the course! You are now trainees on the
Cambridge CELTA Course and students at British Side. The former means that you are following a training course designed by the University of
Cambridge ESOL. The syllabus and assessment criteria are laid down by this organisation, and the course will be inspected and moderated by an
externally appointed assessor. You will not be assessed by this person (s/he will inspect the centre) but by your tutors. The staff working on this course
are: Ramy Sakr Aaron Abrook Jennifer McCready Brigid Nugent Main Course Tutor Assistant Course Tutor Assistant Course Tutor Assistant Course
Tutor... Show more content on Helpwriting.net ...
17:00 – 18:15 Practising Language 1 & Checking Meaning ****By the way, we will start "camcording" TPs in week 2. WEEK 2 09:30 12:00

celta language analysis written assignment Essay
LANGUAGE RELATED TASKS
Grammar item 1: ...but sooner or later we have to sleep.
Meaning
п‚· In this sentence have to sleep is used to express the idea that we are obliged to sleep even if we don't wish to do so.
п‚· CCQs: Is it something we must do? Yes. Can we avoid it? No.
Use of examples: We have to use the safety belt. Children have to attend school by law.
Form
п‚·
п‚·
п‚·
п‚·
п‚·
Have to is a non–modal alternative to the modal verb must to talk about obligation.
It is interchangeable with have got to, this last form being more common in spoken and informal British
English.
The structure of the have to form is Subject+ Have+ Infinitive (with to).
The negative form expresses an absence of obligation.
It can be used in questions to ... Show more content on Helpwriting.net ...
п‚· CCQs: Will death happen? Yes. Will it happen immediately? No. Will it be an easy death? No.
Synonyms: finally, at the end.
Form
п‚·
п‚·
1

Time adverb that provides information about the time of an action or event in relation to some other point of time (often now).
The position of this adverb is flexible: at the end of a clause, preceding a main verb and between two auxiliary verbs. Also, at the beginning of a
clause, particularly in written or more formal styles of English.
http://www.macmillandictionary.com/dictionary/british/eventually
2
Pronunciation
/ЙЄЛ€ventК
ѓuЙ™li/
.......we suffer hallucinations, and eventually die.
Anticipated problems and solutions
п‚· Problem: Eventually is a false friend with the Spanish word "eventualmente" (de forma incierta) which in
English should be translated as by chance, occasionally.
Solution: Use CCQs to explain difference. Request examples using both expressions from students and ask them to think and explain difference in
meaning.
п‚· Problem: Incorrect word order, students place eventually after a verb and before a direct object i.e. She found eventually the lost dog. This word
order would be correct in Spanish: EncontrГі finalmente el perro que habia perdido.
Solution: Ask the students for sentences with eventually and, on the board, write different combinations of the samesentence, given by the students, by
changing the position of the adverb. Mark the

My Writing Goals And Curriculum
This course's goals and curriculum seem to be a wonderful way for me to become a more effective teacher. Sometimes I run into situations when I
can't effectively help my students. The knowledge I would gain from this course would help me to better answer my students' questions. Furthermore,
I want to expand my knowledge of English grammar. As a native speaker, I find it hard to explain certain grammar components. I believe the best
teachers have a wonderful command of grammar and great language awareness. This course would help me build and refine these skills.
I was first introduced to how terrible my language awareness was while obtaining my CELTA last summer. But I learned quick and worked hard. My
biggest challenge was a 40 minute lesson about the narrative tenses. I spent hours learning the tenses, writing CCQs, creating examples, and
designing materials. When time came to teach I was ready. I achieved the aims and I received an 'Above Standard' grade for that lesson. I found this
to be the highlight of my CELTA experience. I felt a wonderful sense of accomplishment and received wonderful feedback from my tutor.
Apart from obtaining a CELTA I have 22 months of ESL teaching experience. I have instructed complete beginners to advance students. I have
successfully implemented Cambridge teaching methodologies into my classes. I have experience using state–of–the–art technology for teaching
purposes. In the future I am interested in completing a DIPTESOL or DELTA.

Celta Language Task
Language Related Assignment 1. The plane leaves at 10.00 tomorrow a) The form is present simple Subject third person + verb present tense + time
marker b) A future arrangement– a 'timetable future' as the plane has a daily schedule and it will depart accordingly. c) Students may be confused by
the form of present simple when a future time is referred to. They may confuse the meaning with present continuous 'is leaving' which means the event
is happening now rather than in the future. The pronunciation of 'v', may not be clear, as the stress is on the end with the 's' leaves d) Context –
Planning a journey Target models The bus goes to Dewsbury from Leeds at 10.57. It arrives in Dewsbury at 11.47 The... Show more content on
Helpwriting.net ...
4. You should go to the doctor a) Form– modal verb third person singular + should + bare infinitive b) Function – to provide positive advice to another
person. c) Students may not understand that it is positive advice. i.e it is the right thing to do. Students may not stress the should it may become
secondary to go.This intonation changes the meaning for a listener to a command. Students may decide to use other modal words, could used for a
request, or would for an offer and create different form and meaning. d) Context – Advice about going to a friends house You should not be late. You
should take some wine with you. You should be able to take the bus. You should ask for her phone number. e) Did you have to make arrangement?
Yes Did you talk to someone? Yes spoke to my friend Do you want advice? Yes 5a. I'll visit my grandmother tomorrow 5b I'm going to visit my
grandmother tommorrow a) 5a Form present simple First person + will/won't + bare infinitive + time marker 5b present continuous first person + am
+ verb– ing + to + bare infinitive + time marker b) 5a Function to express unplanned or promised future events 5b To express a planned or definite
event The difference is that for I'll you can change you plans and with going to you do not intend to change your plans. c) Students may not understand
the difference of possibility to change the plan if we use I will and definite plans

Celta Assignment 1
1.....everything that has happened to us during the day .....MEANING1. "has happened" is a grammar structure used for actions which started in the
past but continue up to now or to talk about actions that have a result now. Timeline:x (x)(x) has happenedpastpresentfutureCQs :Did it happen in the
past? Yes.Is the day going on? Yes.Is it likely to happen some more events? Yes.Are we affected by the things that happened to us during the day?
Yes.What events? We didn't sleep well.What affects do we have now? We may be sleepy and tired now.
... Show more content on Helpwriting.net ...
YesShould we see a doctor? YesAre we happy about the problem? NoAre we feeling good? NoFORMIt is an adjective complement =
adj+noun"Unpleasant" is an adjective here and it is the negative form of " pleasant". It describes a noun here the "symptoms". PRONUNCIATION
в–Ђ в–Ђв–Ђ в–Ђ...... believes that the unpleasant symptoms we suffer....в–Ђ в–Ђunpleasant /КЊnpleznt/ symptom /sД±mptУ™ms/"Unpleasant "the
stress is on the second syllable. "Symptoms" the stress is on the first vowel sound.ANTICIPATED PROBLEMS AND SOLUTIONS1.problem: Students
may not understand the meaning of the word "symptoms" Solution: Use the CQs above to Show what "symptom" means. Ask the students how they
feel when they are ill and make them act it out. 2.problem :Students may pronounce unpleasant /КЊnpliznt / by saying /i/ instead of /e/Solutions:
Emphasise the /e/ sound in "unpleasant" References:http://oald8.oxfordlearnersdictionaries.com/dictionary/unpleasantHarmer,J.(2005),How to Teach
English,LongmanGower,R;Phillips Diane;Walters,S(2005) Teaching Practice| 1. We can put off sleeping for a limited time...MEANINGto delayCQsIs
it something positive or negative? NegativeCan we do it later? YesDo we

Celta Assignment 1
1.....everything that has happened to us during the day .....
MEANING1. "has happened" is a grammar structure used for actions which started in the past but continue up to now or to talk about actions that
have a result now. Timeline:x (x)(x) has happenedpastpresentfutureCQs :Did it happen in the past? Yes.Is the day going on? Yes.Is it likely to happen
some more events? Yes.Are we affected by the things that happened to us during the day? Yes.What events? We didn't sleep well.What affects do we
have now? We may be sleepy and tired now.... Show more content on Helpwriting.net ...
2. Problem :Students may confuse the meaning and form with simple past tenseSolution: Write two sentences and ask some CQs.e.g:"She went to
cinema yesterday" "She's just gone to cinema?" 1. Which one has an exact time? "Sentence 1"2. Which sentence has an affect now? "Sentence 2.She
isn't here now." etc.3. Problem: Students may use the base form of the verb instead of the third form. Solution: Cross out the wrong one and write the
correct form above with a red board marker happened "...everything has happen ....."4.Problem: Students may stress the auxiliary verbs " have" /hГ¦v/or
"has" /hЙ™z/ in short forms.Solution: Do some drilling exercise after modelling " 've" and" 's" APPROPRIACY Neutral.Appropriate.References 1.
http://www.thefreedictionary.com/ 2. http://www.google.com.tr/imgres?q=present+perfect+tense+timeline 3. Longman Dictionary of Contemporary
English 4. http://www.youtube.com/watch?v=g2bHdXcszJ4| 2....if scientists invented a pill...., would you take it?MEANING"If conditionals" is the
grammar structure used to talk about things possible but very unlikely to be fulfilled.CQs:Is it possible that the scientists invent a pill? "Yes"Is it a
strong possibility? "No, weak."Is the meaning past or present? "Present"Do we imagine here?" Yes"FORM if + past simple would + subj+ bare
infinitiveCONDITIONAL

Xacc 280 Week 1 Celta Assignment 1
Name: Amr GamalDate: 2 April 2015TP No: 1 /Stage: grammarLevel: pre–intermediate The gross time of the class : one hour and half The net time of
the class : sixty–six Lesson Focus: Grammar, Reading, Writing, Speaking, Listening, Vocabulary. Main Aim By the end of the lesson the students will
be: пѓ Able to create indirect questions from Wh–questions especially (Could/Can you tell me and Do you know). пѓ Aware of using indirect
questions (Can..., could..., and do...) effectively. пѓ Using sound "jj" in their speaking at the end of a class Subsidiary Aim пѓ Sound "ch" Personal
Aims 1.Speaking with a clear voice and an understandable words 2.Give clear and concise instructions 3.Give ss plenty time

Celta Assignment 1
Assignment 1 :FOCUS ON THE LEARNER Learner 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 English at school, but found it
unsatisfying because he only did text book tasks and dialogue memorization. At University, he studied technical English required for the IT industry.
After some time,... Show more content on Helpwriting.net ...
In this activity, each learner would receive the written task and an Article Machine (see Appendix 1) created from a model presented in Explaining
English Grammar by George Yule. After a period of individual activity the students would be told to check in pairs by reading the text aloud to one
another. Finally the exercise would be corrected as a class with the teacher nominating students to present their answers. Rationale This activity
provides Juan Carlos with the opportunity to practice the appropriate usage of indefinite and definite articles. The employment theme of the task
reinforces the fact that, in English communication, professions are preceded by an indefinite article. The written part of the activity should allow him
to focus on the task of correct article selection and the Article Machine will aid him until he feels sufficiently confident. Checking in pairs and
presenting in class should appeal to his social nature. Pronunciation Tongue twisters focusing on the phonemes / j /, / dК’ /, / Кѓ / and / tКѓ / will help
Juan Carlos differentiate and master these distinct English phonemes (see appendix 2). In the beginning a T–S demonstration would take place. The
teacher would first say a short tongue twister and then teach it to the class using the 'backchaining'

Celta Assignment 2
Assignment 2
Language related task
Example 1: We can put off sleeping for a limited period. (Lexis)
Meaning
The lexis Put off means that we do not want to do it now. We will do it at a later time. Synonym Procrastinate
Concept Questions:
Do we want to do it now? No
Will we do it later? Yes
Form
Base Verb + Adverb + Phrasal verb put off sleeping
Put off is a phrasal verb used in everyday language by native English speakers
Pronunciation
can put off sleeping Phonemic pronunciation: / pКЉt Й’f /
There is linking with the weak form of off in this verbal phrase.
The sentence stress in on the phrasal verb put off and the continuous verb sleeping
Appropriacy: Informal, can be used when you ... Show more content on Helpwriting.net ...
They are thinking that this is a past tense sentence because invented is being used in its past form in this conditional sentence.
Solution: The sentence will need to be written on the white board and broken down into its separate parts. After you diagram the sentence for the
students they will be able to see that this is a probability not a possibility and understand that you are speaking as if it has happened even though it has
not.
Problem: Students still are confused with the context. Why is there a question at the end?
Solution: Use your concept questions to reinforce the meaning of the sentence. Show them the meaning of the 4 conditions Zero, First, Second and
Third
Example 4: Everything that has happened to us during the day (Grammar)

Meaning
The has happened in this grammar structure is in the past and is not a finished action yet. The action could still be continuing. The sentence does not
tell you that it is completed.
Concept Questions:
Is the action finished? No
Will it continue? Yes
Do you know when it started? No
Was this at night? No, it was during the day
Form
Singular present verb (3rdpers) + Past participle Has Happened
Has happened is a 3rd person singular verb used in the present perfect tense.
Pronunciation

Celta Pre-Course Task Answers
CELTA Pre
–course task Section 1 Task 1 1. Monolingual, adult group classes, part time, mixed gender, similar ability, day, teachers with English
speaking backgrounds 2. After the course finishes I will be teaching the same. Task 2 1. I decided to teach adults because I like to listen to the
various life experiences the adults have, I also like the adults hunger and willingness to learn. Adults are usually very motivated and make for an
interesting class. 2. I find I'm well suited to teaching adults, as I'm a curious person by nature and I like to find out as much about my students as
possible. I'm also able to empathise with them to them overcome any anxieties about learning they may have. I'm also open to sharing my own... Show
more content on Helpwriting.net ...
PhOtographphotOgraphyphotOGrapherphotogrAphic 2. To recOrd/a rEcord to incrEase/an Increase 3. To presEnt/a prEsent to imPOrt/ an Import In
two syllable nouns the stress is on the first syllable. In two syllable verbs the stress is on the second syllable. Task 29
Motherforgetannouncetonightnotablementionpatrolindicative Task 30 Today I have scanned the sports section of the BBC website to find last night's
football results, I have skim read various news articles to get the gist of what's happening in the world today and I read this pre–course task
thoroughly. Task 31 1. Skim read 2. Scan 3. Intensive 4. First scan the paper, look for the ad, then skim the ad, if appropriate read in more detail.
Task 32 Reading like this is difficult because to get a better context of what the unknown words mean, it is better to keep reading. Otherwise the flow
is lost and it's difficult to get the gist. Task 33 Listening is more difficult because they can read slowly, but they cannot listen slowly– unless you can
keep asking the speaker to repeat or slow down. Native speakers swallow a lot of their words and don't stress every word very clearly; it's totally
different to reading the words on paper, which are clear. Over the telephone is also difficult because there is no way to see body language. Task 34 1.
This morning I had a telephone interview and I concentrated very hard to listen to the interviewees questions. 2. This afternoon I've been

Celta Pre Interview Task Essay
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 SimpleI live in London b. Present ContinuousI am at home c. Past SimpleI studied at Oxford d.
Past ContinuousThe cat was sleeping on the sofa e. Present Perfect SimpleI have been to Canada f. Present Perfect ContinuousI have been living in
London for 15 years g. Past PerfectI lived in Oxford before moving to York h. Past Perfect ContinuousI lived in York for 3 years before moving 2. Many
... Show more content on Helpwriting.net ...
or any combination of these – remember this is not an exclusive list. Imagine you are teaching low level students. You are going to teach these
vocabulary items to them. How would you teach each item individually in the most efficient way? Remember, your students have a very low level of
English – so keep what you say as simple as possible! Also consider words that they might confuse with the words you are teaching. Write your
answers below. |unemployed | | | |not working | |tiny | | | |small | |wasp |bee | | | | |to earn |Make

Celta Assignment
Assignment One Focus on the Learner Submission date: July 16, 2013 Word count: 875 words Learner profile In order to complete this assignment
I decided to observe one of the students from the elementary group. Her name is Diana. She is 21 years old. Her background is as follows: * Diana's
first language is Kazakh, but you can say that Russian is her first language as well, since at home she uses the first one, and for education – the second.
She is fluent in both languages. * Diana still has one more year of university to go, she studies history and plans to continue her education with MA
program. * Diana comes from a big family; she has 1 older brother and lots of male cousins. She is an active member of student body of... Show more
After that ARRANGE chairs in a circle so that there is one less chair than the number of students participating. The person in the middle of the circle
has to make a sentence, for instance, "I am a student." A ... nd throws the ball to the next person. Teacher tells a place, for instance, "in school" and the
next person stands up and tells a sentence using last word of the previous sentence and the place named by the teacher, i.e. "The student is in school".
Then the teacher tells another word that the next student has to add into his/her sentence. If someone makes a mistake, the peers will have to correct.
Result: correct use of verb be in the present simple tense. Word order (adapted from http://busyteacher.org/16041–word–order.html, http:/
/busyteacher.org/15072–sentence–construction–sv–and–svo.html) Aim: to drill correct formation of sentences and make Ss remember that it is not
flexible. Props: Word order handouts, mock trophies

Celta Focus on the Learner Essays
Written Assignment
(Focus on Learner)
Background
The learner I have chosen for my focus assignment is a woman of Nepalese origin, she is in her early 30's and she came to this country over 2 years
ago as an economic migrant. She lives with her with family in London and is currently studying ESOL a Greenwich Community College.
Educational Background
The learner I have chosen has a general level of education from her native country, having attended nursery, primary and secondary schools. In her
period of education in secondary school, she managed studied the English language for approximately 5 years.
Her Learning Style and Use of the English
Based upon my general observations of her in class and an interview I conducted with her, ... Show more content on Helpwriting.net ...
This problem stems from the fact that South Asian languages do not have an equivalent of the definite article, and due to this many speakers of these
South Asian languages (including Nepalese) have difficulties with articles and often omit them in sentences as stated by Michael Swan in Learner
English.
Language Focus and Materials
In order to help my chosen learner I will focus on her problem with use of the definite article "the", and I will devise a suitable lesson plan with
relevant materials in relation to her language problem. It is also my adopted view that she needs to practice using the English language more outside the
classroom environment, as tests have proven that grasping the English language for foreign students is achieved better by a combination of classroom
learning and practicing the language outside the classroom environment), as opposed to just learning in the classroom and not practicing the language
outside (David Riddell in Teaching English as a Foreign Language)
The materials I have selected for my chosen learner is a chapter (64) from Raymond Murphy's Essential Grammar in Use. This chapter specifically
deals with the usage of the definite article "the" and provides exercises for the students to learn and practice from. When using this material i will
adapt it to make suitable for my particular student, and i will also shorten its length so it doesn't become too tedious for my student.
The reason i have

Celta
Language Skills Assignment
Section 1: Choice of authentic text
The authentic text chosen is "Eight ways to work out at work". It was published by our local Star newspaper on 8 April'13. It is also available online
(please refer to Appendix 1, page 2 for the text).
The choice of the authentic text was based on the following:
From a learner perspective: 1. Connection to own life/situation: The text is of an interesting subject matter which learners can connect to as many of
them use computers very often either at home, work place or college. Furthermore, the helpful pointers shared in this text may even provide them with
practical exercise tips for them to use in real life. 2. Manageable: In terms of language complexity and ... Show more content on Helpwriting.net ...
This makes reading more enjoyable and easier for new readers of authentic texts.
The sub skill acquired from this task is scanning as this task involves looking through the text quickly in to order to locate the specific information that
they are hoping to find from it i.e. the matching paragraph.
Note: As part of language aim, learners will also learn new vocabulary during the pre–teach exercise.
Section 3: Productive Skill (refer to Appendix: page 6)
Productive skill chosen is writing
Aim: to enable students to practice writing using the ideas from this article and then note down responses of others to their questions and after which to
write a summary about what they had gathered.
Rationale
This task was developed in order to help learners to write based on the new words and ideas learned from the text. Since writing is done more slowly
than speaking, this written practice helps learners to focus their attention on what they had learned from the text. Furthermore, this activity gives
learners opportunity to speak to others and listen to responses in order for them to write a summary. This adds variety to their assignment and perhaps
helps increase their interest level in completing this task.

The sub skill acquired from this task is listening and note taking as learners need to listen carefully to their other course mates' responses to their
questions and then write

Celta Assignment 1. I Ve Been Waiting Here For Two Hours
CELTA Assignment 1
I've been waiting here for two hours.
1. Meaning
I was waiting here 2 hours ago.
I am still waiting here.
2. Form
Subject + have/has + past participle (been) + present participle
3. Pronunciation Contraction of I and have. Been has a short /i/. Stress on '/Wei/' in waiting.
4. Eliciting
Show picture 1 of a man standing with a clock above his head. The time is 12pm.
Show picture 2 of the man still standing but the clock now says 2pm and he looks unhappy while looking at his watch.
Ask – What is he doing? He's waiting.
How long for? 2 hours.
Is he still waiting? Yes
To elicit – "so give me a sentence, I...."
5. Concept Questions
Was he waiting 2 hours ago? Yes
Is he still waiting now? Yes... Show more content on Helpwriting.net ...
No
Elicit what possible reasons he could have for not being able to leave London, eg. "Why do you think he can't leave London? Family, job, he has a
house.

Ask – Does he want to be in London? No
Does he want to be somewhere else? Yes
To elicit – so, he.... (wishes.....)
5. Concept Questions
Does he want to live in London? No
Can he move away from London? No
Does he want to live somewhere else? Yes
6. Anticipated Difficulties + Solutions
Form: didn't is past simple, but the sentence refers to an action that is happening in the present, so students might want to say "I wish I don't live in
London".
Solution: Drill and highlight form on the whiteboard.
Phonology: students might not use the contraction "didn't" and instead say "did not".
Solution: Drill, model and write on whiteboard.
Concept: Students may not understand that the person still lives in London because of "didn't".
Solution: Ask CCQs and correct when necessary.
You should've locked the window
1. Meaning
The window was open
You didn't lock the window.
It was a better idea to lock the window.
2. Form
Subject + should have + past participle
3. Pronunciation
Contracted "should have". "Locked" ending "ed" is pronounced /t/.

4. Eliciting
Show a picture of a cold girl in a house with the window open.
Ask – Was the girl happy? No
Why not? Because she was cold.
Why was she cold? Because the window was open.
If the window was closed, would she

Celta
This case study is based on Patricia, a Spanish national in her twenties who is in her last year studying an Economics degree course. She is also a
student on the Elementary course at the British Language Centre. Patricia's started learning English at the bi–lingual school she attended. She learnt
English for 3 years but did not take any official examinations, but sees this as a possibility for the future. At school she learnt English because it was
obligatory. The only other language she speaks is Spanish. She started attending the British Language Centre (which she still attends) to help her find a
job in an international company and to prepare her for her visit to Eastbourne, East Sussex (UK) in July. She will be staying with a ... Show more
(Refer to Appendix – example 3). The meaning changes slightly from expression to expression. In Spanish this word is not used in the same way. A
solution and practice to this would be to present all of the words to the student within a real context, through a reading or writing exercise.
2 Problems and Possible Solutions with Pronunciation.
Morphemes that have more than one pronunciation present a problem relating to the sound of words. (Refer to Appendix – example 4). Both problems
relate to rhythm when speaking, Spanish rhythm is syllable timed, whereas, English rhythm is stressed timed. (Spanish also has a narrower pitch range
than English). Both problems can be directly related to language interference. Solutions include instant and planned remedial. The best procedure in
addressing these problems is to draw attention to the problematic sound or pattern. Get them to pronounce it in isolation and explain how the pattern or
sound is formed, and drill the student ensuring they have a record.
The learner skills strengths and weaknesses:
Speaking: The student is very comfortable speaking on a one to one basis and has no qualms about making mistakes. She articulates and forms her
sentences well. Her main problem in fluency speaking is hesitation, something that she is fully aware of. She takes time to work things out in her mind
before speaking, and this pause is evident in class, for example, when a teacher asks her a question. The more complicated the

Celta Application Assessment
Application form Course: Location: Cactus ref no: 2061 Cambridge CELTA London Baron's Court Instructions Thank you for choosing to apply for
above course. Please complete in BLOCK CAPITALS Please check the www.cactustefl.com website if you need any specific course/school details.
information, here is the application process: 1. Complete and return this application to Cactus TEFL. 2. Cactus reviews and forwards this to the centre
's teacher training team. 3. The school contacts you to tell you if you have been accepted for interview, and arranges a time and date for interview
(face–to–face or over the phone). 4. At the end of the interview you are told whether you have been accepted, and you are offered a place. 5. The
school will... Show more content on Helpwriting.net ...
There is a serious demand for this as many cities within the UK have an increasing number of non–native English speakers who find it difficult to
participate and become active members of society due to this language barrier. You also have a high number of developing cities abroad (especially
in the Gulf states) where there is a demand for English teachers to come and educate the local population. Coupled with my command of the Urdu,
Arabic, Hindi and Punjabi languages, I believe pursuing the Cambridge CELTA is definitely the right step to take. Once having read the previous
students comments regarding their experience with Cactus TEFL I realised being with a well equipped, experienced and understanding tuition provider
would be crucial to me obtaining the CELTA. I then came across Jill Drowers statement "A well
–rounded CELTA course needs to give trainees
knowhow in applying for jobs as well as confidence in classroom techniques and lesson planning", this showed me that with Cactus TEFL I would
be putting myself in the hands of those whom know what they are doing. I look forward to not only working with great tutors and other motivated
students at Cactus TEFL, but also to bringing my skills and experiences to the table so others around me may benefit also. I have worked for many
years in the fields of youth work, teaching, politics, operations, finance and outdoor education so I feel as I will have a range of insights to offer my
colleagues during

What Is A Foreign Learning Experience
What kind of foreign language learning experiences have you had?
My first foreign language learning experiences go back to 1993 when I went to the English Institute. That was located in Benghazi, and run by
professionals from Garyounis University. I learnt how to speak. I had to learn a short dialogue every day by heart. The students were given a short
dialogue, as a home work, to read and learn by heart with learning the implication. No listening or writing skills. Only Reading and Speaking. Grammar
points were pointed out by the teacher and explained. Also, the teacher would monitor our pronunciation and make correction when necessary. The
learning process was mainly reading, memorizing and come the next day and practice what had been learnt with other learners.
Having finished my secondary school studies, ... Show more content on Helpwriting.net ...
I have been keen on learning as I have always been in pursuit of learning anything related to the teaching English and language learning.
I believe that a learner must be a high–flier and ambitious to learn the language. I don't believe in spoon–feeding. Learners should not be only receptive
but also producers. Classroom activities are important and can make the whole class contribute and get into interaction. This will help learners to
overcome their embarrassment and break the ice.
Despite the long years of experiences and working as second language teacher, I still feel not satisfied with my standard.
I believe my experience in teaching EFL in an English language environment has benefited me a lot, though.
I would like to think my experience of teaching English to both adults and children has allowed me to contribute positively to any course of any
group of learners of English. I believe my skills have developed and make my teaching more effective. With a Celta course I am quite sure it will help
me to do very well in my job.
Task

Xacc 280 Week 2 Celta Assignment
Context
6th Grade
SES: Low Income
# of Students: 16
Gender: 8 Male, 8 Female
Ethnicity: 3 Hispanic, 3 Caucasian, 9 African American, 1 Asian
Languages spoken: Spanish
IEP: 6
ELL: 3–Spanish Speaking
Differentiated Instruction My placement is in two sixth–grade classes, math and social studies. In my current 6th grade math placement, I am not
seeing any differentiation of instruction or assessment based on their language proficiency levels. As I was discussing this assignment with my
teacher, it was very difficult for her to give me any of this information. She had to look on the computer to find out who was an ELL and how many
ELL students she had, as well as the number of IEP students she had. After realizing she did... Show more content on Helpwriting.net ...
The school does not have offer an ESL program and there aren't any teachers who speak Spanish that they can communicate with. There are many
times that having a Spanish speaker assist in instruction would benefit one specific student. This student struggles to communicate what he is trying
to say. There have been multiple times my cooperating teacher just nods or agrees because she cannot decode what he is saying. In the case, a
translator would be beneficial to support him and help him communicate. I have heard the students use their L1 during lunch with other Spanish
speaking students. In the 6th grade social studies class, the teacher tries her best to decode what this student is saying. She gives him plenty of wait
time, and will reword what he is saying to help make sense of it for the rest of the class. She will also ask him for clarification by asking him a
question regarding his answer. It is obvious the student appreciates this teacher's support. He gets very excited when she is able to rephrase what he is
saying to make sense. Seeing the excitement in this student's eyes is very rewarding. I think it is essential for these students to have these moments of

Celta
CELTA ASSIGNMENT 1– FOCUS ON THE LEARNER
Part One Background
The first part of the assignment focuses on the general overview of Entry 1 group who are majority females of South–Asian origin; also a Chinese,
African & Arab learners are also enrolled in class. Learners of this group are housewives with little or no previous education background. They would
have learnt Urdu or Gujarati in their country.
The ages range between 24 and 45. The majority of learner's first language speaks Gujarati or Punjabi. They have been learning English between 1–3
years & some less than a year and they all enjoy learning English. Most learners are married housewives and have children.
They are motivated as they have children and would like ... Show more content on Helpwriting.net ...
I will give explanation on this topic followed by exercises using speaking and listening, which should address this weakness.
Pronunciation activity
I have chosen the following activity from 'Language in Use' by Adrian Doff & Christopher Jones, CUP, pg 81–82. (see attached).
I have identified the use of can/can't in simple sentences. Learners do not stress enough to differentiate between the two; they need to pronounce can't
/ka:nt/ (stressed) with an open mouth this is very important as they don't convey the wrong meaning of what is being said. This will require a lot of
practice listening, speaking and eliciting more from learners during lesson.
Rationale
The exercise I have chosen is about a woman and what she can/can't do. Learners will listen to the pronunciation of can/can't and observe the
difference carefully. I would also ask learners to look and observe at the mouth opening more and explain the long vowel in /ka:nt/. Learners are
explained the stress and the open r in /ka:nt/. There will be lots of drilling chorally and individually. This would be done mid–way through the lesson
after introducing the Grammar and listening to audio.

Learners have understood the weak form and open r in /ka:nt/ but have little practice pronouncing the stress form. More listening, drilling and getting
learners to speak in pairs and in class should

Essay about Celta Assignment 1
CELTA WRITTEN ASSIGNMENT 1
LANGUAGE RELATED TASKS
1)The plane leaves at 10.00 tomorrow.
a)Present simple; present form of the verb.
b)Talking about a future event. 'The present simple is used for 'timetabled' future events' .
c)Students may use the infinitive of the verb instead of the present. (F)
Students may use 'ing' (present participle) form of verb. (F)
Students may have difficulty understanding the use of the present simple to talk about the future. (M)
Students may have difficulty understanding that it is a scheduled event. (M)
Students may have pronunciation difficulties with leaves, as it is said differently from how it is spelt. (Ph)
Students may have pronunciation difficulties with the linking of 'leaves at' ... Show more content on Helpwriting.net ...
(Ph)
Students may have pronunciation difficulties with linking of 'should go' / / as the vowel sound turns from strong to weak when linked to other words.
(Ph)
d)One person advising the other on health (you should exercise, you should eat healthy food).
e)Do you have to go to the doctor? (No).
Could you avoid going to the doctor? (Yes).
Have you already been to the doctor? (No).
4)She's a stranger / She's a foreigner.
a)Nouns; noun phrase.
b)A stranger is someone you have never met; a foreigner is someone who is not native to a country.
c)Students may have difficulty understanding that foreigners can be strangers and visa–versa. (M)
Students may have pronunciation difficulties with stranger / /. (Ph)
Students may have pronunciation difficulties with the word foreigner / /. (Ph)
d)Show students a photo of tourists next to the Pyramids in Egypt. Explain that they are my friends, I know them, but they are foreigners in another
country that they do not come from. Then tell students a story of my first day at work when I did not know anyone and they were all strangers.

e)Do you know her? (No, she's a stranger).
Was she born here? (No, she's a foreigner).
5)I've just had lunch.
a)Present perfect; subject + have + just + past participle.
b)Talking about something that has recently happened; 'a finished

Celta Assignment 1
Cambridge CELTA assignment: Focus on the learner Part A My student's name is Corrado, he's 42 years old and his L1 is italian. He is an
entrepreneur. In fact, he owns a bar where he works with two friends. However, he doesn't need English at work as I thought. He loves to travel
and that's the main reason for him to learn English: he's been to London many times and he would like to travel to the US as well and also he likes
to organize his own trips so he needs English also to book hotels and flights online. He's studied English only in school and (he says) with a terrible
teacher who gave him no motivation. When he was travelling, he was always with friends who knew English very well so he was not led to try to talk
himself.... Show more content on Helpwriting.net ...
However, the vocabulary he chooses is spelled correctly and most of the times it's appropriate for the context. Listening: he's very good with gist
comprehension, and when he doesn't understand he's able to ask to repeat or to say something slower. That probably comes from his ability to
communicate effectively and from the habit of travelling. However, again when it comes to specific use of tenses (such as present continuous
used for planned future) he gets lost. Reading: I've observed him in class and he seems to not like particularly reading tasks, when he's doing pair
work he starts making up jokes and gets easily distracted. But then when he arrives at the activity after the reading he enjoys it more and starts
concentrate. Generally speaking with Corrado we have to consider that he's an elementary student and he makes many mistakes because he tries to
use complicated structures for his level such as present perfect and relative clauses. I think the best thing about Corrado is that he's very enthusiastic
and he's a natural leader in the group so when he likes an activity (which most of the times he does exept maybe for reading) he's able to draw the
whole class. That's why I think me and my colleagues tend to choose him as our "volounteer" for demontrations, because he's not afraid of making a
fool of himself and on the contrary he's happy to laugh

Celta Language Related Tasks
CELTA
Language Related Assignment
Adrian Nicholas Crouch
Date: 01.01.2011 Word Count:1,740 PASS
1. The plane leaves at 10.00 tomorrow. Form Present tense referring to the future + time marker. definite article + subject + verb in the present simple
tense + preposition + time marker
Function/meaning Statement of fact/future action set by timetable or schedule. Context Someone who has arranged a holiday abroad and is
confirming travel arrangements for the following day with a family member.
Concept Questions Is he going today? No. When is he going? Tomorrow. The future. Can he change the time the plane leaves? No, because the plane
is scheduled by the airline to leave at 10.00 tomorrow. Target Models The taxi comes at 08.00... Show more content on Helpwriting.net ...
No, they were already packing away their things and leaving. Would the students have left Room 3 if the fire alarm bell had not sounded? Yes, they
were already leaving.
Target Models The students were going when the bell rang. The lesson was finishing when the bell rang. The students were packing their things when
the bell rang.
4
Anticipated learner problems o Students may be confused by verbs in their past tense form combined verbs in their continuous form (–ing) and mix verb
use and tense. o Students may put the past plural form of the verb to be (were) into the past singular form (was). o Students may omit the past tense of
the verb to be when constructing the past perfect. o Students may be confused by the use of the past participle rather than past tense form of a verb
when constructing the past perfect. o Pronunciation of the word students (stjuЛђdЙ™nts) may cause problems, especially with the weak e. o A clear
context and use of concept questions must be used in order to furnish students with a clear understanding of the differences between the three sentences
in relation to time and tense (see context as given at beginning of question 2.). o Some pronunciation issues

Cambridge CELTA Course Assignment 3 Essay
Cambridge CELTA Course Assignment 3
Skills Related Task
Selection of a reading or listening text with rationale, tasks and lesson plan design
Trainee: Minoo
Date: Feb 18, 2015
Appendix 1: HandoutsAppendix 3: Answer key
Appendix 2: Text
Purpose:
According to J. Harmer in his book The Practice of English Language Teaching, "receptive skills are the ways in which people extract the meaning
from the discourse they see or hear". In the following text the main skill which is going to be practiced is reading, the sub skills will be reading for
gist and details, also using new vocabularies in the context. Enhancement of receptive skills will increase the rate at which students comprehend
English language and allow students to practice ... Show more content on Helpwriting.net ...
"Skimming=Reading quickly for gist of a passage. A typical skimming task would be a generalquestion from the teacher..." (Learning Teaching, Third
edition 2005, Jims Scrivener, Macmillan)
I'll give them a copy of the text which is edited. The title is omitted.(Appendix 2) I will chest the hand out (appendix 1) "please read the text quickly,
in 1 minute, and answer the two questions. For the first question you should decide what kind of text is this and circle one. For the second you should
see if you completed the title correctly or not, if not try to correct it." When they finish check their answers in pairs before whole class check and
feedback.
ICQS: How many questions should you answer? (2) Should you read all the details? (no) Should you read slowly? (No) How much time do you have
(1 minute) I will discuss about question 2 a bit with the whole class.
Sub skill: Reading the gist, understanding the main idea
Feedback: 1 minute; I will discuss mainly the second questions and elicit their reasons for choosing the answers. I believe feedback is one important
part of teaching language A lesson without feedback "is teaching that proceeds forward without reference to what impact this is having on the
learner'..." (Learning Teaching, Third edition 2005, Jims Scrivener, Macmillan)
Rationale: This is the first time Students

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