FINAL COURSE REPORT Lara
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This document is a final course report for Lara Donadello's CELTA certification course. It summarizes her performance and progress across the five core topics covered in the course: learners and teachers, language analysis, language skills, lesson planning, and developing teaching skills. The report concludes that Lara met all course requirements, demonstrated strong teaching abilities in all areas, and showed enthusiasm, hard work, and professionalism throughout the program. The tutors recommend her as a highly valued member of any English teaching staff.
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Everyone has received bad instructions at some point in their lives. It's infuriating. Don't let it be you who sucks at giving instructions! Here are 5 top tips on how to give awesome instructions that people will actually be able to follow to completion. Hooray!Sample Detailed Lesson Plan
Sample Detailed Lesson PlanManila Central University
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This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.Similar to FINAL COURSE REPORT Lara (20)
Marc Surchat CELTA - Tutor's feedback
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This document certifies that Marc Surchat attended and completed 120 hours of a CELTA (Certificate in Teaching English to Speakers of Other Languages) program from November 14th to December 9th, 2016 and passed with a grade of B. Marc displayed a friendly teaching manner that created a positive classroom environment and encouraged student engagement. He generally planned logical lessons and prepared engaging materials, though he could improve on consistently utilizing time management techniques to provide language feedback. Overall, Marc was assessed as meeting the standards of the course and showed potential to be an asset as an English teacher.Development of communication skills in teaching & learning English among ESL ...
Development of communication skills in teaching & learning English among ESL ...Vijayeswari Subba Naidu
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This document summarizes a workshop on developing communication skills for English as a second language learners. It identifies problems ESL learners face such as lack of motivation and issues with listening, speaking, reading and writing skills. It also outlines strategies discussed at the workshop to improve skills like using activities to make learning enjoyable, setting goals, building confidence, and reducing anxiety. Teachers are encouraged to make lessons relevant, promote collaboration, and motivate students.Teaching english as a foreign language
Teaching english as a foreign languageSukma Beshzoiez
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This document discusses principles and methods for teaching English as a foreign language. It covers several key areas:
1. Principles of language teaching like proper sounds, imitation, controlled vocabulary, and graded patterns.
2. Educational principles such as using the target language, motivating students, semantic primacy of new words, and developing grammar skills.
3. Methods for independent learning, using resources effectively, differentiating instruction, and incorporating a variety of teaching methodologies.Testing the Productive Skills: Speaking and Writing
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This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.Tutorial classes meeting and workshop november 17th 2015
Tutorial classes meeting and workshop november 17th 2015Mr Bounab Samir
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This document summarizes a meeting and workshop on tutorial classes held on November 17, 2015. The workshop covered introducing tutorial classes for middle school students, their purpose of remediating weaknesses, and the teacher's role in preparing and evaluating activities. Participants discussed common student mistakes and suggested task typologies. They worked in groups to plan a tutorial class lesson addressing a specific weakness and presented their workshops. Resources provided included regulations on tutorial classes and websites with teaching games.Taller de pr叩ctica docente ii 2015
Taller de pr叩ctica docente ii 2015MCanellas
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This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. Some key points:
- The experience allowed her to apply what she learned in her teaching course and plan lessons to meet the requirements for her teaching license.
- Observations of the class helped her understand the students and plan appropriate lessons, activities and resources.
- While some activities focused more on language practice than communication, the lessons overall encouraged interaction between the teacher and students.
- The experience helped develop her teaching skills and gave her confidence in lesson planning, though she would change aspects if doing it again.
- Both the teacher and students found it a meaningful learning experience. Mariana is satisfiedTPD II 2015
TPD II 2015MCanellas
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This document summarizes Mariana Canellas' final teaching practice evaluation from her teacher training program. It discusses how she planned and carried out three English lessons for students, focusing on choosing appropriate materials and activities to teach vocabulary and encourage communication. She reflects on adapting more to the students' needs and the teacher's feedback. Overall, Mariana felt the experience helped improve her planning and teaching skills in preparation for her teaching license exam.Canellas TPD II 2015
Canellas TPD II 2015MCanellas
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This document summarizes Mariana Canellas' final teaching practice evaluation from her teacher training program. It discusses how she planned and implemented three English lessons for students, focusing on choosing appropriate materials and activities to teach vocabulary and encourage communication. Mariana reflects on integrating pedagogical approaches like the communicative language teaching method. She believes the experience helped improve her lesson planning and teaching skills. It also provided useful feedback from observing teachers and students. Overall, Mariana felt the practice experience was meaningful and she is satisfied with her work, though recognizes lessons can always be improved.ENGLISH CONVERSATION I SYLLABUS
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This document provides information on an English conversation course offered at Universidad Tecnologica de Pereira. The course aims to develop students' conversational competence and metacognitive skills in English. It will focus on spoken interaction, social situations requiring conversation skills, and teaching speaking methodologies. Students will practice conversations through activities and presentations. Evaluation will consist of formative, summative, and self-assessment, including exams, in-class work, and reflection on learning. The course aims to prepare autonomous, respectful, and active English language teachers.Bab i
Bab iWizardOf Widad
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1) The document discusses using Think-Pair-Share and Critical Debate techniques to improve students' English speaking skills at a high school in Surakarta, Indonesia.
2) It notes that currently students' speaking abilities are low due to lack of practice and confidence.
3) The study aims to determine if using Think-Pair-Share, which involves individual and partner work, and Critical Debate, which requires arguing different perspectives, can boost speaking scores and make class more engaging.Task- Based Language Teaching (TBLT) .pptx
Task- Based Language Teaching (TBLT) .pptxMaryam El Mouharrir
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This presentation covers all the areas of Task-Based Language Teaching from its definition to its limitations and disadvantages. Task-Based Assessment
Task-Based AssessmentNaary Corral
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The document discusses task-based language teaching (TBLT). It defines TBLT as an approach that integrates the four language skills through meaningful, practical tasks. These tasks engage learners in authentic language use to develop communicative competence. The document outlines benefits of TBLT like allowing student freedom and a natural context. It defines tasks and characteristics like student-centeredness and creative language use. Frameworks for analyzing tasks and checklists for evaluating tasks are also presented.CLL community language learning
CLL community language learningenglishpts
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CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid UniversityCLL community language learning
CLL community language learningenglishpts
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CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid UniversityCanellas tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checkedMCanellas
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This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. The experience allowed her to apply what she learned in her teaching program and plan lessons to demonstrate her readiness. Her lessons focused on communication and included activities on vocabulary acquisition. Student participation was active and they behaved well. The experience helped develop Mariana's planning, material selection, and patience skills. It increased her confidence in applying pedagogical principles. While the experience was meaningful, future lessons may require changes like incorporating a full unit on the city. Overall, the experience helped prepare Mariana for her second student teaching period and license exam.Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checkedMCanellas
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This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. The experience allowed her to apply what she learned in her teaching program and plan lessons to demonstrate her readiness. Her lessons focused on communication and included activities on vocabulary acquisition. Student participation was active and they behaved well. The experience helped develop Mariana's planning, material selection, and patience skills. It increased her confidence in applying pedagogical principles. While the experience was meaningful, future lessons may require changes like incorporating a full unit on a topic.Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checkedMCanellas
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This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. The experience allowed her to apply what she learned in her teaching program and plan lessons to demonstrate her readiness. Her lessons focused on communication and included activities on vocabulary acquisition. Student participation was active and they behaved well. The experience helped develop Mariana's planning, material selection, and patience skills. It increased her confidence in applying pedagogical principles. While the experience was meaningful, future lessons could better incorporate the teacher's feedback and have a clearer topic for the first lesson.M. Ed - LANG. ED..pptx
M. Ed - LANG. ED..pptxNEETHU P RAJEEV
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M. Ed. SYLLABUS PAPER ON LANGUAGE EDUCATION
CALL, TBLL, CLL, CO-OPERATIVE LEARNING are included in this.Colloquial
ColloquialRhea Alo
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This document provides a detailed lesson plan for a 7th grade English class. The lesson plan aims to teach students about colloquial, familiar, and slang words. It includes objectives, content standards, learning competencies, procedures for the lesson, learning resources, examples of the different types of words, student activities, and a reflection for the teacher. The procedures outline introducing, discussing, and practicing the concepts over multiple steps to develop student mastery and allow for formative assessment.Creating language for classroom interaction
Creating language for classroom interactionPRASANTH VENPAKAL
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This document discusses language of instruction and developing listening and speaking skills in a second language. It addresses several key points:
1) The language of instruction is crucial for delivering quality education as it is the medium through which knowledge is transmitted between teachers and students.
2) Listening and speaking skills are important to develop in a second language and are closely intertwined. Proficiency is judged by how well one can communicate orally.
3) Developing listening skills is important for proper interaction, but listening involves more than just receiving audio - it requires cognitive and affective processing. The importance of listening in language learning cannot be overestimated.Development of communication skills in teaching & learning English among ESL ...
Development of communication skills in teaching & learning English among ESL ...Vijayeswari Subba Naidu
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FINAL COURSE REPORT Lara
- 1. 油 油 Signed 油: 油 油 油 Chris Cattaneo 油 Chris 油Cattaneo 油 CELTA 油MAIN 油COURSE 油TUTOR 油 油 油 Linda McCanna 油 Linda 油McCanna 油 CELTA 油ASSISTANT 油TUTOR 油 油 油 油 油 CAMBRIDGE 油CELTA 油at 油IT010 油The 油British 油Council 油Milan 油 油 From 油July 油to 油October 油2014 油 油 Final Course Report 油 Name: 油Lara 油Donadello 油 油 Attended: 油 油 油120 油 油/ 油120 油course 油hours 油 Written 油Assignments: 油passed 油 油 油 油4 油 油/ 油4 油 油 油 Topic 油1 油: 油Learners 油and 油teachers 油and 油the 油teaching 油and 油learning 油context 油 Lara 油establishes 油a 油very 油good 油rapport 油with 油her 油learners. 油 油She 油creates 油a 油supportive 油and 油positive 油 atmosphere 油in 油the 油classroom 油through 油her 油friendly 油and 油supportive 油manner. 油She 油invests 油time 油to 油select 油 appropriate 油materials 油and 油tasks 油to 油suit 油her 油group. 油 油 Topic 油2 油: 油Language 油analysis 油and 油awareness 油 Lara 油contextualizes 油the 油target 油language 油well 油and 油provides 油sufficient 油opportunity 油for 油communicative 油 practice. 油 油She 油uses 油simple, 油clear 油language 油to 油give 油instructions 油and 油reduces 油teacher 油talk 油to 油an 油 appropriate 油level. 油 油She 油has 油clarified 油aspects 油of 油meaning, 油form 油and 油phonology 油of 油language 油items 油and 油is 油 able 油to 油identify 油and 油sensitively 油correct 油learner 油error. 油 油 Topic 油3 油: 油Language 油skills: 油reading, 油listening, 油speaking 油and 油writing 油 Lara 油has 油demonstrated 油a 油very 油good 油understanding 油of 油both 油productive 油and 油receptive 油skills 油teaching. 油 She 油has 油successfully 油followed 油teaching 油procedures 油learnt 油on 油the 油course 油and 油adapted 油and 油 supplemented 油the 油course 油book 油to 油ensure 油an 油appropriate 油focus 油on 油developing 油language 油skills 油and 油sub 油 skills. 油 油 Topic 油4 油: 油Planning 油and 油resources 油for 油different 油teaching 油contexts 油 Lara 油is 油able 油to 油state 油appropriate 油and 油clear 油aims. 油 油Her 油plans 油are 油easy 油to 油follow, 油logically 油staged 油and 油she 油 describes 油procedure 油in 油sufficient 油detail. 油 油She 油is 油an 油independent 油planner 油and 油able 油to 油analyze 油language 油 with 油attention 油to 油meaning, 油form 油and 油pronunciation 油and 油identify 油potential 油problems 油for 油learners. 油 油She 油is 油 very 油creative 油and 油is 油able 油to 油select 油and 油adapt 油tasks 油to 油better 油suit 油her 油learners. 油 油She 油ensures 油a 油variety 油of 油 activity 油type 油and 油balance 油between 油teacher 油input 油and 油student 油practice. 油 油 油 She 油works 油constructively 油with 油colleagues 油and 油is 油able 油to 油suggest 油improvements 油at 油post 油teaching 油stage. 油 油 Topic 油5 油: 油Developing 油teaching 油skills 油and 油professionalism 油 Laras 油classroom 油skills 油have 油developed 油well, 油she 油can 油set 油up 油activities, 油knows 油when 油to 油intervene 油and 油 uses 油questions 油for 油elicitation 油and 油checking 油understanding 油effectively. 油 油She 油can 油monitor 油the 油learners 油 unobtrusively 油and 油uses 油a 油variety 油of 油techniques 油in 油order 油to 油give 油feedback 油on 油activities. 油 油She 油makes 油good 油 use 油of 油materials 油and 油technical 油aids 油(IWB) 油and 油she 油responds 油well 油to 油feedback 油made 油by 油peers 油and 油 trainers. 油 油 Summarising 油comments: 油 油 Lara 油has 油been 油enthusiastic, 油hard-足working 油and 油consistently 油maintained 油professionalism 油throughout 油the 油 course. 油 油She 油is 油highly 油motivated, 油patient 油and 油works 油well 油under 油pressure. 油 油She 油has 油been 油supportive 油and 油 worked 油well 油with 油her 油peers 油and 油will 油be 油a 油highly 油valued 油member 油of 油any 油staffroom. 油 油I 油am 油confident 油she 油 will 油continue 油to 油develop 油as 油she 油gains 油further 油classroom 油experience. 油