Celta assignment3

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Celta assignment3

You can, of course, gather some of this data by designing a questionnaire. See the guide to Celta assignment3 analysis to get some ideas.

There is an example of a basic needs analysis form here. Do one of two things: Record the interview and listen to it again, making notes of consistent errors and the learner's communicative effectiveness.

You can provide a tapescript of some important parts of the interview to exemplify the areas you think need work in the assignment. You will need the person's permission to do this, of course. If recording is not an option, make as many notes as you can on the learner's use of English as you go along.

The new edition of the handbook the 5th has removed any explicit reference to learning styles because the theories that underlie such things have been comprehensibly debunked. The syllabus now contains reference to learning preferences. However, for reasons which are slightly obscure, some CELTA centres and tutors are wedded to the idea of learning styles.

Many will let you have a copy of something called a VARK questionnaire to give to the subject. There is, of course, Celta assignment3 guide to learning styles on this site but you should treat the area with great scepticism.

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See also the article attempting to debunk the whole concept. For a group of learners you'll need slightly different information-gathering techniques but the structure is exactly the same.

You need to set out some information about the people in the class: See the table above. The only sensible way to do this with a group of people is via a questionnaire needs analysis. You can investigate learning preferences but will have to identify from the data any commonalities in the class rather than details of each learner.

For the final section of the assignment where you make suggestions, you'll need to be a bit more generalised and identify common aims and needs rather than individual ones. One approach is to identify the two weakest and the two strongest students and identify appropriate activities, resources and aims for them.

That should also cover everyone in between. Describing learning aims can be professionally done if you apply some terminology. Needs can overlap so some will fall into one or more categories.

Here's a brief outline: The student is studying English for no obvious purpose at the moment. He or she may need the language in the future for some purpose but at the moment that is not clear. The student may also need the language as part of a general education, for access to English-language websites and for travel and tourism.

This student needs General English a GE learner. This student need English to settle and integrate in an English-speaking culture for an indefinite time. This student needs Business English a BE learner.

This student intends to study in an English-medium institution such as a university or college. This student needs English for a narrow area of concern such as access to written scientific texts, to work in a particular occupation such as the hospitality industry, air traffic control, the merchant marine, the transport industry etc.

All of the above can be subdivided into a bewildering range of acronyms including, e.

Celta assignment3

Describing motivation can also be better done if you use a bit of technical terminology. Be aware that these categories overlap and few learners fall neatly into one type. Most will fall into two or more with various mixes.Cambridge ESOL CELTA Written Assignment 1 Language Skills Assignment – Clive Elsmore Part 1 In English language teaching, the four main skills tend to be classified as of two types.

CELTA Assignment 3 - Skills. Focus on the Learners.

CELTA tip: the language skills assignment | ELT planning

Celta Assignment One. Assignment 4. Andre Celta Assignment 2. CELTA Lesson From the Classroom. Assignment 3 CELTA. Celta Written Assignment - Focus on the Learner.

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The purpose of the assignment

Celta Assignment 1. CELTA - ASSIGNMENT 1.

Celta assignment3

Celta Assignment 4. CELTA-June Assignment 3: Skills-Related Part1: Justification of material choice For this Skills-related assignment, my choice of authentic reading material is “Few Places with Better Stories”. from Asian Geographic magazine (no 78 issue 1/, pages 30 and 35).

As this magazine is widely. Celta assignment 3 essays slideworld research paper, words essay on global warming. Francs conversion to christianity essay Francs conversion to christianity essay essay on beautiful landscape wallpapers a streetcar named desire essay themes keep it green keep it clean essays the cask of amontillado theme essay writing cal poly admissions.

CELTA Assignment 3 Resubmission Charles Jeffrey Danoff 20 December Word Count: For a receptive skills focused lesson I found a fun financial text to use in a strong upper-.

CELTA December Assignment 3: Skills Related The receptive skill chosen for this assignment is reading, and the authentic material used for the purpose of developing this skill is an article entitled, Greenwich is packed full of London's most popular attractions [1], which will be related to the productive skill of writing.

The learners.

Written Assignment Focus on learner skybox2008.com - Google Docs